Ability Grouping in English Secondary Schools: Effects on Attainment in English, Mathematics and Science

By J. Ireson, S. Hallam, S. Hack, Helen Clark, I. Plewis. 2002

97 citations recorded by the source corpus.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/488cab56c48a30b51644e874eb81a4fc78b78bd7

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. P. Blatchford
2. J. Ireson
3. M. Galton
4. Judy Sebba
5. S. Hallam
6. P. Kutnick
7. P. Bassett
8. P. Brown

Citations in the corpus

• The effects of pupil grouping : literature review (2005, background): “…for some pupils in mathematics, the set to which they are allocated affected their Key Stage 3 results irrespective of their prior attainment; higher placed pupils attaining higher scores in Key Stage 3 results than those of similar prior attainment placed in lower sets (Ireson et al., 2002).”
• Secondary school teachers' pedagogic practices when teaching mixed and structured ability classes (2005, background): “Recent research in the UK suggests that structured ability grouping in some subjects in the secondary school can actually have a detrimental effect on the performance of those in the lower ability groups, widening the gap between children in high and low groups (Ireson et al., 2002).”
• What are the effects of ability grouping on GCSE attainment (2005, background): “It is also in contrast with the findings of similar analyses in Year 9, where there was a small positive effect of setting on higher attaining students in mathematics but not in science or English (Ireson et al., 2002).”
• Secondary school pupils' satisfaction with their ability grouping placements (2007, background): “…to be taught in groups of similar attainment because work builds on prior knowledge (Hallam & Ireson, 2003), although the evidence suggests that there are no systematic differences in attainment whether pupils are taught in ability grouped or mixed ability classes (Ireson et al., 2002b; in press).”
• Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities (2007, unknown): “The origins of these beliefs may lie in the fact that gender, race and class exert an influence on how individuals variously experience the culture of the mathematics classroom, as evidenced in research by Black (2004 a,b), Boaler (1997), Cooper (2001), Dowling (2001), Gilborn & Mirza (2002), Kassem”