ABSTRACT
The chapter discusses the book’s key topic of focus ‘ability grouping’ in its different forms, and why many school systems around the world segregate students by attainment. It follows with the evidence on the lack of significant effect of this approach for raising attainment of most learners, and long-lasting negative effects of placement in low attainment groups. The review of evidence further highlights equity concerns. It demonstrates that over the last decades international research has repeatedly found that socially disadvantaged pupils and those from certain minority ethnic groups are disproportionately placed in low ‘ability’ groups, with socio-economic status being predictive of achievement and self-confidence even in a ‘softer’ system of subject-by-subject attainment grouping. The chapter concludes with exploring whether mixed attainment grouping provides an equitable alternative to setting or streaming. We also highlight lack of research evidence on what constitutes good mixed attainment practice.
