Ability-grouping at secondary level 1: Consequences for mathematics achievement and the self-concept of mathematical ability

The purpose of the present investigation was to examine the influence of ab ility-grouping in secondary schools on academic achievement and the develop ment of self-related ability-cognitions. Data of N = 2730 7th graders in 10 7 schools were analyzed to predict achievement and the academic self-concep t in mathematics in grade 10. Predictors were type of secondary school, mat h achievement, academic self-concept, and school-average math achievement i n grade 7. The type of secondary school, individual achievement, and self-c oncept in grade 7 were found to be significant predictors of achievement in grade 10. School-average achievement had no effect beyond the influence of the type of secondary school. Both self-concept and individual achievement in grade 7 had a significant positive effect on academic self-concept in g rade 10. Furthermore, the school-average achievement in grade 7 had a stron g negative effect on self-concept in grade 10. This aspect of the well-know n big ash-little-pond effect (Marsh, 1987) indicates the psychological cost s of ability grouping. Practical implications for and consequences of abili ty grouping in secondary schools are discussed.