According to Rosenthal and Jacobson's research, which group do teachers often have higher expectations for?

Rosenthal and Jacobson's research, commonly referred to as the "Pygmalion Effect," demonstrated that teachers often have higher expectations for students labeled as "late bloomers." This label indicates a belief that these children possess untapped potential and that their academic performance may improve over time. The study illustrated how teachers' expectations can significantly influence student outcomes; when teachers believe in a student's capability to grow and succeed, they tend to provide more support, encouragement, and positive attention, which can lead to improved academic performance and self-esteem for those students.

The concept highlights the impact of teacher perceptions on student achievement, showing that even if a student is initially perceived as underperforming, the mere designation of being a "late bloomer" can create a climate of belief that fosters enhanced performance as the year progresses. In contrast, the other options do not encapsulate the same dynamic as the labeling of "late bloomers," which is a critical aspect of the original study’s findings.