Akos, Lambie, Milsom, and Gilbert (2007) examined the influence of academic tracking on adolescents' aspirations. In an exploratory study of the relationships between school and demographic variables of 522 eighth graders in North Carolina, the data suggests a potential for aspirations gaps and a need to evaluate current educational tracking policy and the quality of educational and career planning offered in elementary and middle schools. Akos et al. found that labels were placed on students based on ability, performance, attendance, and behavior, which could dictate and potentially limit future career and economic opportunity. While the debate on academic tracking was largely centered on the impact of tracking student achievement or test scores, research indicates that its impact on educational and career aspirations may be equally important. The study ultimately concluded that diminished postsecondary aspirations and attainment could be explained by the influence of discrimination of systemic patterns of educational placement and social expectations.

Akos, P., Lambie, G., Milsom, A., & Gilbert, K. (2007). Early Adolescents' Aspirations and Academic Tracking: An Exploratory Investigation Professional School Counseling, 11(1), 57-64.

 

Research links teacher support to student engagement and achievement. Using data collected by the Institute for Research and Reform in Education to validate the Research Assessment Package for Schools, Klem and Connell (2004), found that engaged students need to feel sincere teacher involvement, trusted as important decision makers, and that assigned school work is relevant to their present and future lives. Students reported higher engagement in school when teachers are perceived as creating a caring, well-structured learning environment in which expectations are high, clear, and fair. This, in turn, produces high levels of engagement that are associated with high attendance and test scores.

Bandura, A., Barbaranelli, C., Vittorio Caprara, G., & Pastorelli, C. (2001). Self-Efficacy Beliefs as Shapers of Children's Aspirations and Career Trajectories. Child Development, 72(1), 187-206.

 

Bandura, Barbaranelli, Vittorio Caprara, and Pastorelli (2001), tested 272 sixth and seventh graders to determine what sociocognitive influences shape children's career aspirations and trajectories. The research indicates that children's perceived efficacy rather than their actual academic achievement is the key determinant of their perceived occupational self-efficacy and preferred choice of work-life. Familial socioeconomic status was found to be only indirectly linked to children's career trajectories by its effects on parent's perceived efficacy and academic aspirations. Children's perceived academic, social, and self-regulatory efficacy influence the types of occupational activities for which they judge themselves to be efficacious both directly and through their impact on academic aspirations.

Klem, A., & Connell, J. (2004). Relationships Matter: Linking Teacher Support to Student Engagement and Achievement. Journal of School Health, 74(7), 262-273.