About the project
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 (2019–2025) aimed to compare attainment and self-confidence outcomes for students taught mathematics in mixed attainment groups with outcomes for students taught mathematics in sets.
We recruited schools that teach mathematics to students in mixed attainment groups (Years 7 and 8). We matched these schools to schools that teach mathematics to students in sets and compared outcomes for the two groups.
Team
Principal investigators
- Professor Jeremy Hodgen and Professor Becky Taylor
Co-investigators
- Professor Jake Anders
- Dr Nicola Bretscher
- Dr Maria Cockerill (Queen’s University Belfast)
- Dr Laurie Jacques
- Dr Rosa Kwok
- Dr Antonina Tereshchenko
Independent steering group
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
Related links
- Department of Curriculum, Pedagogy and Assessment
- Best Practice in Grouping Students project
- Education Endowment Foundation project page
- Education Endowment Foundation
- Developing best practice in mixed attainment English teaching
- More than ‘mixed-attainment good, ability grouping bad’
- Click here to see publications from this project
Latest news
Opportunities to learn maths in lockdown were limited, research shows
Lockdown restricted the opportunity to learn mathematics for most pupils, with low attainers and other disadvantaged pupils facing greater restrictions, new research by UCL Institute of Education (IOE) and Queen’s University Belfast reveals.
21 Sep 2020
Attainment grouping and maths: learning from mistakes
A look at how the evidence can help schools make informed decisions about the ways they group students and work towards equity and improving their life chances.
24 Aug 2020
Classes set by ability are hitting children’s self-confidence, study finds
The way a vast amount of schools are setup, with classes grouping children based on their ability, is severely affecting pupils' self-confidence, new research by UCL Institute of Education (IOE) reveals.
17 Jun 2020
Contact us
Department of Curriculum, Pedagogy and Assessment
UCL Institute of Education
University College London
20 Bedford Way
London WC1H 0AL
Student Grouping Study
Click to email. ioe.groupingstudents@ucl.ac.ukImage
Lucy Pope for UCL Institute of Education.