Teaching in classes grouped by ability does not hamper progress of less able pupils, study finds
A study by UCL's Institute of Education finds that teaching students in ability-setted maths classes does not harm the progress of lower-achieving pupils and benefits high-achievers, who make slower progress in mixed-ability settings. The research, based on data from English secondary schools, challenges long-standing concerns that setting undermines equity or student confidence. High-attaining students in mixed classes made two months' less progress on average compared to those in setted classes. The study also found no significant negative impact on self-confidence for lower-attaining pupils in setted environments.
- ▪The study analyzed maths attainment and self-confidence in year 7 and 8 pupils across 28 mixed-attainment and 69 setted schools in England.
- ▪High-achieving students in mixed-ability classes made two months’ less progress on average than their peers in setted classes.
- ▪Setting by ability did not significantly harm the attainment of low-prior-attaining or socioeconomically disadvantaged pupils.
- ▪Pupils in mixed-attainment schools showed lower self-confidence in maths compared to those in setted schools.
- ▪The research suggests that setted schools are more effective at challenging high-attaining students than mixed-attainment schools.
- ▪Schools must ensure equitable teacher quality across sets for ability grouping to be effective.
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The study also found high-achievers fared worse in mixed-ability classes. Photograph: Monkey Business Images/ShutterstockView image in fullscreenThe study also found high-achievers fared worse in mixed-ability classes. Photograph: Monkey Business Images/ShutterstockSchoolsTeaching in classes grouped by ability does not hamper progress of less able pupils, study findsResearch on maths teaching in English secondary schools upends decades of debate over mixed-ability educationRichard Adams Education editorTue 28 Apr 2026 19.01 EDTSharePrefer the Guardian on GoogleTeaching pupils in classes grouped by ability improves the results of high-flyers but does not affect the progress of less able children, according to a study that upends decades of debate over mixed-ability education.The research…
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