ABSTRACT
We have presented in the preceding chapters something of a case in support of mixed ability grouping in schools. We think it is a fairly plausible case and one which rests upon rational argument rather than crude assertion, unexamined prejudice, or mistaken inference. To that extent we might expect that anyone who followed the argument carefully would be drawn to roughly the same conclusions as ourselves. Nevertheless, we have to concede that this will in practice be an unlikely outcome. The issue of mixed ability grouping is now and is likely to remain a controversial one, even among those who have examined the arguments carefully.
