The Student Grouping Study: Investigating the impact of setting and mixed-attainment grouping

Investigating the impact of mixed attainment grouping and setting on outcomes in mathematics for students aged 11-13.

Dos and don'ts of attainment grouping

We have produced a guide to research-informed attainment grouping.

Remote mathematics teaching during COVID-19

This report presents findings about remote teaching provision and pupil participation in mathematics learning in Year 7.

Download the report

The Student Grouping Study is funded by the Education Endowment Foundation and conducted by researchers at IOE.

Background

Setting (grouping by attainment in a specific subject) is the dominant practice in mathematics classes in England.

Impact of socio-economic backgrounds

Previous research has shown that students from disadvantaged backgrounds tend to be over-represented in lower 'ability' sets and streams. They also make less progress than their counterparts in higher attainment groups. These lower sets and streams can additionally be subject to elements of poor practice such as being taught a different curriculum at a different pace, poorer quality teaching and low expectations for their attainment.

Mixed attainment grouping

This may be a preferable alternative, as some research suggests it may not have the same negative effects as setting. However, there has been no rigorous study comparing these practices in England.

Methodology

The Student Grouping Study aims to compare attainment and self-confidence outcomes for students taught mathematics in mixed attainment groups with outcomes for students taught mathematics in sets.

We will be recruiting schools that teach mathematics to students in mixed attainment groups (Years 7 and 8). We will then match these schools to schools that teach mathematics to students in sets and compare outcomes for the two groups.

Team