Teaching in classes grouped by ability does not hamper progress of less able pupils, study finds
Summary
A study by University College London found that grouping students by ability in math classes helps high-performing pupils improve more, while not harming progress for less able or disadvantaged pupils. The research compared mixed-ability classes with ability-based groups and showed mixed classes result in slightly less progress for high-achievers and no significant difference for others.Key Facts
- The study focused on math progress and confidence for English state school pupils aged 11 to 13.
- High-attaining students made two months less progress in mixed-ability classes compared to those in ability groups.
- Low-attaining and socioeconomically disadvantaged pupils were not negatively affected by ability grouping.
- Mixed-ability classes showed smaller gaps between strong and weak pupils, mainly because high achievers progressed less.
- The study was supported by the Education Endowment Foundation (EEF).
- Proper ability grouping requires schools to avoid giving best teachers only to top sets.
- Experts said school leaders should decide on grouping methods based on their students’ needs.
- The research challenges past views that ability grouping harms less able pupils’ confidence or achievement.
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