Tracking Students by “Ability”: Discourses, Practices, and Impact on Young People

Session Type: Invited Speaker Session

Abstract

Tracking students by ‘ability’ is a topic of long-standing contention in US and international education policy, research and practice. This symposium shares evidence and insights from a major study in England to contribute to these debates. In England, policymakers have frequently advocated the practice as reflecting educational ‘standards’. Nevertheless, research has consistently failed to find significant benefits of ‘ability’ grouping; and indeed has identified disadvantages for some (low attaining) student groups. However, this research evidence has apparently failed to impact practice in England, where forms of tracking remain prevalent. This symposium reports findings from a large-scale mixed methods project (including RCT) that has been specifically designed to explore this issue, with a focus on the outcomes for young people from socially-disadvantaged backgrounds, whom research has demonstrated to be over-represented in low tracks. The aim is to provide critical analysis and theorization of the existing policy terrain on ‘ability grouping’, and to present new findings drawn from the project.

Sub Unit

• British Educational Research Association - BERA

Chair

• Becky Francis, UCL Institute of Education

Papers

• Exploring the Relative Lack of Impact of International Research on "Ability Grouping" on Education Policy and Practice in England - Becky Francis, UCL Institute of Education

• Can Tracking in English High Schools Be "Fair"? Lessons for Equity, Identity, and Self-Confidence - Becky Taylor, UCL Institute of Education; Louise Archer, University College London

• Experiences of Detracking: Teachers' Fears and Students' Attitudes to Heterogeneous Grouping - Antonina Tereshchenko, UCL Institute of Education; Jeremy Hodgen, University College London

Discussant

• Briana L. Chang, The College Board