Those in the front of the classroom received more praise and had more interaction with the teacher, while those labeled as 'slow-learners' had less opportunity to participate in learning experiences and were reprimanded more often. This created a caste-like classroom, in which there was not only little mobility at the end of the kindergarten year, but also the gap between the groups increased as they progressed to elementary school. In sum, Rist showed that students in the same classroom received differential treatment, that teacher expectations of student performance were largely shaped by class-related features, and hence that school reinforced existing socio-economic inequalities