ABSTRACT
SATs, and the prospect of SATs, in effect produce a hierarchy of what can be seen as pupil worthiness: we have called this a SATurated hierarchy. What emerges from our data is how pupils’ worth is considered in relation to how well they comply with the demands of the testing regime. The ideal and most worthy pupil is someone who prioritises SATs success and who self-polices to this end, who does the allotted homework, who is seen to possess the necessary ability, who will achieve at least level 4 in all subjects, who is willing to be ‘boosted’ to achieve even higher levels and who is mature and popular. This ideal pupil participates in class by giving appropriate answers that model the type needed to do well in SATs papers, absorbs what the teacher offers and completes work without support in the time allowed.
