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Publication Detail
The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time
  • Publication Type:
    Journal article
  • Authors:
    Hodgen J, Taylor B, Francis B, Craig N, Bretscher N, Tereshchenko A, Connolly P, Mazenod A
  • Publisher:
  • Publication date:
  • Journal:
    British Educational Research Journal
  • Status:
  • Language:
  • Keywords:
    Achievement gap, attainment grouping, mathematics, tracking
  • Notes:
    This work is licensed under a Creative Commons Attribution 4.0 International License. The images or other third-party material in this article are included in the Creative Commons license, unless indicated otherwise in the credit line; if the material is not included under the Creative Commons license, users will need to obtain permission from the license holder to reproduce the material. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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.
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