The relationship between stream placement and teachers' judgements of pupils: Evidence from the Millennium Cohort Study

Abstract

This paper tests the hypothesis that stream placement influences teacher judgements of pupils, thus investigating a route through which streaming by 'ability' may contribute to inequalities. Regression modelling of data for 800+ 7-year-olds taking part in the Millennium Cohort Study examines whether teachers' reported perceptions of 'ability and attainment' correspond to the stream in which a pupil is situated. Children with similar characteristics, who perform equivalently on recent, independent, salient cognitive tests, and who have equal prior attainment, are compared. As predicted, stream level is associated with teachers' perceptions. The hypothesis that there is a relationship from stream placement to teacher judgement is supported.

In-class ‘ability’-grouping, teacher judgements and children’s mathematics self-concept: evidence from primary-aged girls and boys in the UK Millennium Cohort Study

“…In line with previous research on 'ability' grouping among the MCS children (Campbell, 2017(Campbell, , 2013Hallam & Parsons, 2012), Table 1 shows that those from highincome families are more likely to be in the higher maths 'ability' group, along with those with no teacher-reported special educational needs (SEN), those from families speaking only English at home, those whose mother is educated to degree-level, and those who are relatively older within the school year. Children with higher maths test scores are more likely to be in a higher group, as well as those whose parents report no maths or reading difficulties at seven, and no help with maths or reading at home.…”

“…6. Note that though Key Stage One Scores are available for a subsample of MCS children, these scores are not included as controls, because they did not precede teacher judgements and 'ability'-groupings: in the majority of cases, Key Stage One assessments took place after MCS wave four data collection, which fell during year two (Campbell, 2017;Hansen et al, 2010).…”

Relationship between Birth Month and Mathematics Performance in Norway

“…Teachers' perceptions matter; because of perceptions, teachers may provide a more supportive climate for high-expectancy students, praise them more, give them more time and assign them more challenging tasks (Jussim et al, 2009). With respect to relative age, teachers' perceptions tend to be inaccurate: the older students in a cohort are perceived by teachers as having stronger academic abilities (Baker et al, 2015;Segev & Cahan, 2014), while the younger are more likely to be placed in low-ability groups (Campbell, 2017) or to be considered as having learning difficulties (Gledhill et al, 2002). These are solid empirical reasons for raising teachers' awareness about the RAE.…”

“…For example, a large study of grade 3 students in Israel showed a strong correlation between chronological age and the probability of being accepted into a gifted programme, with older students having a 3.5% higher chance of acceptance (Segev & Cahan, 2014). Similarly, in the Millennium Cohort Study conducted in England among seven-year olds in schools practicing streaming, the younger students in the cohort were overrepresented in low-ability groups (Campbell, 2017).…”

Ability‐grouping and problem behavior trajectories in childhood and adolescence: Results from a U.K. population‐based sample

“…Once streams have been decided upon, the subsets of pupils are usually allocated to one of the year group's assigned class teachers. In contrast, in grouping by ability within-class, a key decision maker is likely to be the class teacher (Campbell, 2017).…”