Children in primary schools can be horizontally grouped by ability and achievement, or by random allocation to classes. The present study aimed to explore some noncognitive concomitants of these two methods of school organization specifically in relation to self-esteem, academic self-concept, sociometric choice and attitude to the school environment. A significantly lower self-esteem was found among pupils streamed in lower socio-economic areas, but a higher self-esteem for those in streamed classes in higher status areas. In both of these areas social choices were less widely diffused in streamed than in tracked classes.
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