The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time

Jeremy Hodgen, Becky Taylor, Becky Francis, Nicole Craig, Nicola Bretscher, Antonina Tereshchenko, Paul Connolly, Anna Mazenod

Research output: Contribution to journalArticlepeer-review

4 Citations (Scopus)
166 Downloads (Pure)

Abstract

Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets.
Original languageEnglish
Pages (from-to)209-230
Number of pages22
JournalBritish Educational Research Journal
Volume49
Issue number2
Early online date20 Sept 2022
DOIs
Publication statusPublished online - 20 Sept 2022

Bibliographical note

Funding Information:
This research was funded by the Education Endowment Foundation (EEF).

Publisher Copyright:
© 2022 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association.

Keywords

  • achievement gap
  • attainment grouping
  • mathematics
  • tracking

Fingerprint

Dive into the research topics of 'The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time'. Together they form a unique fingerprint.

Cite this