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Attainment grouping in English secondary schools: a national survey of current practices

Taylor, Becky, Hodgen, Jeremy, Tereshchenko, Antonina and Gutiérrez, Gabriel (2022) Attainment grouping in English secondary schools: a national survey of current practices. Research Papers in Education, 37 (2). 199 - 220. ISSN 0267-1522

Full text not available from this repository.
Identification Number: 10.1080/02671522.2020.1836517

Abstract

Attainment grouping is a prevalent yet controversial practice, used in most English schools and on the rise internationally, despite evidence that it is detrimental to the majority of pupils. In England, no data is routinely recorded regarding these practices, and most research on student outcomes depends on a simplistic dichotomy between pupils grouped and ungrouped by attainment. We present the findings of a survey of attainment grouping practices in English secondary schools, providing an updated picture of the profile of attainment grouping in English and mathematics for students aged 11–16. Grouping in sets is dominant for mathematics and, while variants on mixed attainment grouping are frequently used for students aged 11–14 in English, the frequency of setting increases as students progress through secondary school. Schools with disadvantaged intakes are more likely to group by attainment. We also find that grouping practices are much more complex and dynamic in enactment than is implied by much of the literature and that teachers report that many schools adapt grouping strategies to meet the perceived needs of different cohorts. We provide an updated conceptualisation of grouping practices as a continuum and discuss its implications for current and future research.

Item Type: Article
Official URL: https://www.tandfonline.com/journals/rred20
Additional Information: © 2020 Informa UK Limited, trading as Taylor & Francis Group.
Divisions: Social Policy
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Date Deposited: 25 Mar 2022 15:54
Last Modified: 10 Jun 2022 14:15
URI: http://eprints.lse.ac.uk/id/eprint/114482

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