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

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

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.

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.

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.

•  Professor Jeremy Hodgen and Professor Becky Taylor

• Professor Becky Francis
• Professor Louise Archer
• Dr Antonina Tereshchenko
• Professor Jake Anders
• Professor Martin Mills
• Dr Maria Cockerill (Queen’s University Belfast)
• Laurie Jacques
• Dr Rosa Kwok

• Katie Pepper

Student Grouping Study has the support of an independent steering group, appointed by the Education Endowment Foundation:

• Professor Rob Coe
• Dr Stefan Speckesser, National Institute of Social and Economic Research
• Dr Bronwen Maxwell, Sheffield Hallam University
• Professor Richard Dorsett, University of Westminster
• Dr Fatima Husain, SQW