Attainment Grouping in English Secondary Schools: A National Survey of Current Practices

Autor/inn/en	Taylor, Becky; Hodgen, Jeremy; Tereshchenko, Antonina; Gutiérrez, Gabriel
Titel	Attainment Grouping in English Secondary Schools: A National Survey of Current Practices
Quelle	In: Research Papers in Education, 37 (2022) 2, S.199-220 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Becky)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2020.1836517
Schlagwörter	Foreign Countries; Secondary Schools; English Instruction; Mathematics Instruction; Educational Attainment; Ability Grouping; Secondary Education; Learning Strategies; Institutional Characteristics; Disadvantaged Schools; Gender Differences; Public Schools; Teacher Attitudes; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Sekundarschule; English langauage lessons; Englischunterricht; Mathematics lessons; Mathematikunterricht; Bildungsabschluss; Bildungsgut; Homogene Gruppierung; Niveaugruppierung; Streaming; Sekundarbereich; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Geschlechterkonflikt; Public school; Öffentliche Schule; Lehrerverhalten
Abstract	Attainment grouping is a prevalent yet controversial practice, used in most English schools and on the rise internationally, despite evidence that it is detrimental to the majority of pupils. In England, no data is routinely recorded regarding these practices, and most research on student outcomes depends on a simplistic dichotomy between pupils grouped and ungrouped by attainment. We present the findings of a survey of attainment grouping practices in English secondary schools, providing an updated picture of the profile of attainment grouping in English and mathematics for students aged 11-16. Grouping in sets is dominant for mathematics and, while variants on mixed attainment grouping are frequently used for students aged 11-14 in English, the frequency of setting increases as students progress through secondary school. Schools with disadvantaged intakes are more likely to group by attainment. We also find that grouping practices are much more complex and dynamic in enactment than is implied by much of the literature and that teachers report that many schools adapt grouping strategies to meet the perceived needs of different cohorts. We provide an updated conceptualisation of grouping practices as a continuum and discuss its implications for current and future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01