Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on 08/06/2020, available online: https://www.tandfonline.com/doi/full/10.1080/01425692.2020.1763162
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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - The impact of tracking by attainment on pupil self-confidence over time
T2 - demonstrating the accumulative impact of self-fulfilling prophecy
AU - Francis, Becky
AU - Craig, Nicole
AU - Hodgen, Jeremy
AU - Taylor, Becky
AU - Tereshchenko, Antonina
AU - Connolly, Paul
AU - Archer, Louise
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in British Journal of Sociology of Education on 08/06/2020, available online: https://www.tandfonline.com/doi/full/10.1080/01425692.2020.1763162
PY - 2020/8/1
Y1 - 2020/8/1
N2 - The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late the following year; enabling analysis of impact over time. After controlling for prior attainment, the gap in general self-confidence between students in the top and bottom sets for mathematics is shown to widen over time, and high set students’ self-confidence in English had also grown significantly; although there was not further widening in the cases of self-confidence in mathematics or in general self-confidence between students in the top and bottom sets for English. Implications of these findings for interventions directed at addressing educational disadvantage are discussed. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
AB - The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late the following year; enabling analysis of impact over time. After controlling for prior attainment, the gap in general self-confidence between students in the top and bottom sets for mathematics is shown to widen over time, and high set students’ self-confidence in English had also grown significantly; although there was not further widening in the cases of self-confidence in mathematics or in general self-confidence between students in the top and bottom sets for English. Implications of these findings for interventions directed at addressing educational disadvantage are discussed. © 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group.
KW - attainment grouping
KW - self-confidence
KW - setting
KW - social inequality
KW - social justice
KW - Tracking
U2 - 10.1080/01425692.2020.1763162
DO - 10.1080/01425692.2020.1763162
M3 - Journal article
VL - 41
SP - 626
EP - 642
JO - British Journal of Sociology of Education
JF - British Journal of Sociology of Education
SN - 0142-5692
IS - 5
ER -