ERIC Number: ED430989
Record Type: Non-Journal
Publication Date: 1999-Apr
Reference Count: N/A
Ability Grouping in Schools: An Analysis of Effects.
Ireson, Judith; Hallam, Susan; Mortimore, Peter; Hack, Sarah; Clark, Helen
This paper presents preliminary findings from a large-scale study of ability grouping in English secondary schools. Forty-five secondary schools representing three levels of grouping took part in the research. Within these schools, data have been collected from a cohort of Year 9 pupils, aged 13-14 years. All these pupils took tests in English, mathematics, and science as part of the national assessment. Test scores for these pupils at the end of Year 6 were collected retrospectively. Measures of self-concept, attitudes toward school and school work, social alienation, and truancy and exclusion from school were used to assess social and personal outcomes. The research also considers practices related to pupil grouping in school: (1) the allocation of pupils to groups; (2) the mechanisms for movement between groups; (3) classroom practices; and (4) teacher attitudes. Responses of approximately 800 teachers show that the grouping structures adopted in a school are related to teacher attitudes toward different types of ability grouping. Teachers tended to view teaching mixed ability classes as more difficult. Preliminary findings from the analysis of pupil attainment suggest that ability grouping does influence achievement, but this influence is not uniform across subjects. (Contains 26 references, 6 charts, and 5 tables.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Economic and Social Research Council, Lancaster (England).
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)