Timm, Zhu, & Tang, 2013). An underestimated student is not automatically a low-performing student but only a student who experiences relatively low teacher expectations. Conversely, an overestimated student is not inevitably a high-performing student, but only one addressed with relatively high teacher expectations. This distinction is important, as findings on differential teacher behavior obtained in the context of self-fulfilling prophecy (Babad, 2009; Weinstein, 2002) may not be directly applicable to groups of misjudged students.