The Incidence and Make Up of Ability Grouped Sets in the UK Primary School

Autor/inn/en	Hallam, Susan; Parsons, Samantha
Titel	The Incidence and Make Up of Ability Grouped Sets in the UK Primary School
Quelle	In: Research Papers in Education, 28 (2013) 4, S.393-420 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2012.729079
Schlagwörter	Foreign Countries; Ability Grouping; Incidence; Elementary School Students; Longitudinal Studies; School Policy; Cognitive Measurement; Questionnaires; Interest Inventories; Teacher Surveys; Parent Surveys; Literacy; Mathematics Achievement; Student Characteristics; Institutional Characteristics; Family Characteristics; Student Placement; Predictor Variables; Multiple Regression Analysis; Grade 1; Gender Differences; United Kingdom; British Ability Scales + Suchen Sie Ihr Suchwort? Ausland; Homogene Gruppierung; Niveaugruppierung; Streaming; Vorkommen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulpolitik; Fragebogen; Interest profile; Interessenprofil; Alphabetisierung; Schreib- und Lesefähigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerpraktikum; Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; Geschlechterkonflikt; Großbritannien
Abstract	The adoption of setting in the primary school (pupils ability grouped across classes for particular subjects) emerged during the 1990s as a means to raise standards. Recent research based on 8875 children in the Millennium Cohort Study showed that 25.8% of children in Year 2 were set for literacy and mathematics and a further 11.2% of children were set for mathematics or literacy alone. Logistic regression analysis showed that the best predictors of being in the top set for literacy or mathematics were whether the child was born in the Autumn or Winter and cognitive ability scores. Boys were significantly more likely than girls to be in the bottom literacy set. Family circumstances held less importance for setting placement compared with the child's own characteristics, although they were more important in relation to bottom set placement. Children in bottom sets were significantly more likely to be part of a long-term single parent household, have experienced poverty, and not to have a mother with qualifications at NVQ3 or higher levels. The findings are discussed in relation to earlier research and the implications for schools are set out. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10