Ability grouping in secondary schools: Effects on pupils' self-concepts

Background. Current pressure on secondary schools to increase ability group ing has raised concerns about the impact of setting on pupils' self-concept s. Evidence from previous research is conflicting. A multidimensional measu re and multilevel modelling promise to clarify the effects. Aims, This paper aims to examine the effects of structured ability grouping on year 9 pupils' self-concepts. Samples. The sample comprises over 3000 p ear 9 pupils (aged 13-14 years) in 45 mixed secondary comprehensive schools in England. The schools represent three levels of ability grouping in the lower school (years 7 to 9). Methods. pupils responded to a multidimensional self-concept scale measurin g academic and general facets of the self-concept. Measures of attainment w ere collected in English, mathematics and science. Multilevel modelling was used to examine the effect of the type of school on the general facets of the pupils' self-concept and the effects of setting in each curriculum subj ect on the academic facets of the self-concept. Results. Pupils' general self-concept was higher in the group of schools wi th moderate levels of setting. The degree of setting in mathematics and sci ence had no effect on the corresponding academic self-concepts but setting in English tended to lower the self-concepts of the higher attaining pupils acid raise the self-concepts of lower attaining pupils. Gender differences were consistent with previous research, with boys having significantly hig her self-concept scores than girls, except in English. These findings indic ate that the degree of stratification in schools can have an impact on adol escents' self-esteem and views of themselves in school.