The long-term effects of ability grouping in mathematics: A national investigation

By L. Mulkey, Sophia Catsambis, L. Steelman, R. Crain. 2005

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Tracking Effects Depend on Tracking Type (2013, background): “…long-term consequences for their educational trajectories, as it has been shown that academic self-concept affects subsequent academic achievement as well as educational aspirations and course selection (Marsh et al., 2005; Marsh & Yeung, 1997, 1998; Mulkey et al., 2005; Valentine et al., 2004).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “1999), the presence of ability tracking (Lee and Smith 1997; Mulkey et al. 2005; Oakes 2008), school start and end times (Baker et al.”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “self-concept reduction (Marsh et al., 2008; Mulkey et al., 2005) and more negative emotions (Frenzel, Pekrun, & Goetz, 2007).”
Social Comparison in the Classroom: A Review (2008, background): “In examining 8th graders again in the 10th and 12th grades, Mulkey et al. (2005) showed that ability grouping, in which students compare themselves with similar-performing students, had positive instructional benefits.”