It's not which school but which set you're in that matters: the influence of ability grouping practices on student progress in mathematics

By Dylan Wiliam *, Hannah Bartholomew. 2004

177 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation

View Paper: https://www.semanticscholar.org/paper/c546f0c58d3e828998bb849e4f63a8bd810c0f01

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. Dylan Wiliam *
2. Paul Black
3. C. Harrison
4. P. Blatchford
5. Clare Lee
6. M. Galton
7. Judy Sebba
8. A. J. Visscher

In Modeling and Simulation

1. Rachel Marks

Citations in the corpus

• Teachers developing assessment for learning: impact on student achievement (2004, background): “In some cases, the only comparisons available were the classes of different teachers teaching non-parallel classes, and given the prevalence of ability grouping in mathematics and science, and its effect on achievement (see Wiliam & Bartholomew, 2004 ), disentangling the effect of our interventions”
• Educational triage and ability-grouping in primary mathematics: a case-study of the impacts on low-attaining pupils (2014, background): “Whilst the literature on ability-grouping in secondary mathematics is quite extensive (e.g. Boaler, 1997; Solomon, 2007; Wiliam and Bartholomew, 2004) particularly in terms of”
• Differentiated instruction in a data-based decision-making context (2018, background): “…teacher expectations, less stimulating learning materials, and a lack of self-regulation skills among low-performing students (Campbell, 2014; Hong et al., 2012; Nomi, 2009; Wiliam & Bartholomew, 2004) could explain the negative impact of DI on the achievement of students in low-ability groups.”
• Experiencing mathematics classes: Ability grouping, gender and the selective development of participative identities (2007, unknown): “In a recent paper, Wiliam and Bartholomew (2004) report on the impact of ability grouping on pupil progress in secondary school mathematics and once again link this to the type of teaching which they experience.”
• The effects of setting on classroom teaching and student learning in mainstream mathematics, English and science lessons: a critical review of the literature in England (2014, background): “…“driving” up standards of attainment, a corpus of research evidence (e.g. Slavin 1987; Slavin 1990; Kulik and Kulik 1982, 1992; Ireson and Hallam 1999; Wiliam and Bartholomew 2004) has disputed the educational value of “ability” grouping, demonstrating little systematic evidence that setting…”
• The effects of pupil grouping : literature review (2005, background): “For pupils with similar prior attainment in mathematics at KS3, on average there is a 1-3 grade difference between pupils in lowest and highest sets at GCSE (Wiliam & Bartholomew, 2004).”