I don't think the sample of experiments reviewed is large enough to evaluate sample size versus effect size; throw out the outliers and there's nothing left.

I'm now heavily concerned about the validity of the IQ test used; however, that's more due to the 8 point increase in the control group, when no increase is expected. I'll have to dig further, exclude any of the controls with out-of-band scores and redo the math.

One result of the meta-analysis, however, is that experimentally-induced changes to teacher expectation have a small casual effect on student performance; another result is that non-induced teacher expectations correlate well with performance in the same year, and less well with long term performance. I would rephrase that as 'Teacher expectations of student performance in their class tend to be accurate, but correlate poorly with student performance in other classes.'

In any case, thanks for the link. I'm going to have to spend some time determining how much I should change my mind with this new evidence, but my gut feeling is that the objectively worst possible data (my own experience with performing well when expected to perform well, and performing poorly when expected to perform poorly), will continue to dominate my personal opinion on the matter.