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    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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The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy

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The impact of tracking by attainment on pupil self-confidence over time : demonstrating the accumulative impact of self-fulfilling prophecy. / Francis, Becky; Craig, Nicole; Hodgen, Jeremy; Taylor, Becky; Tereshchenko, Antonina; Connolly, Paul; Archer, Louise.

In: British Journal of Sociology of Education, Vol. 41, No. 5, 01.08.2020, p. 626-642.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Francis, B, Craig, N, Hodgen, J, Taylor, B, Tereshchenko, A, Connolly, P & Archer, L 2020, 'The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy', British Journal of Sociology of Education, vol. 41, no. 5, pp. 626-642. https://doi.org/10.1080/01425692.2020.1763162

APA

Francis, B., Craig, N., Hodgen, J., Taylor, B., Tereshchenko, A., Connolly, P., & Archer, L. (2020). The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy. British Journal of Sociology of Education, 41(5), 626-642. https://doi.org/10.1080/01425692.2020.1763162

Vancouver

Francis B, Craig N, Hodgen J, Taylor B, Tereshchenko A, Connolly P et al. The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy. British Journal of Sociology of Education. 2020 Aug 1;41(5):626-642. https://doi.org/10.1080/01425692.2020.1763162

Author

Francis, Becky ; Craig, Nicole ; Hodgen, Jeremy ; Taylor, Becky ; Tereshchenko, Antonina ; Connolly, Paul ; Archer, Louise. / The impact of tracking by attainment on pupil self-confidence over time : demonstrating the accumulative impact of self-fulfilling prophecy. In: British Journal of Sociology of Education. 2020 ; Vol. 41, No. 5. pp. 626-642.

Bibtex

@article{5f492d680b1043819eb84b619a52d2d4,
title = "The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy",
abstract = "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 ({\textquoteleft}setting{\textquoteright}). They provided survey responses when placed in {\textquoteleft}ability{\textquoteright} 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{\textquoteright} 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. {\textcopyright} 2020, {\textcopyright} 2020 Informa UK Limited, trading as Taylor & Francis Group.",
keywords = "attainment grouping, self-confidence, setting, social inequality, social justice, Tracking",
author = "Becky Francis and Nicole Craig and Jeremy Hodgen and Becky Taylor and Antonina Tereshchenko and Paul Connolly and Louise Archer",
note = "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",
year = "2020",
month = aug,
day = "1",
doi = "10.1080/01425692.2020.1763162",
language = "English",
volume = "41",
pages = "626--642",
journal = "British Journal of Sociology of Education",
issn = "0142-5692",
publisher = "Taylor and Francis Ltd.",
number = "5",

}

RIS

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 -