THE ACHIEVEMENT GAP: THE IMPACT OF BETWEEN-CLASS ATTAINMENT GROUPING ON PUPIL ATTAINMENT AND EDUCATIONAL EQUITY OVER TIME

Abstract

This study examines the impact of between-class attainment grouping, also known as setting, on the academic outcomes of lower secondary pupils in England. The research was conducted with 2944 12-13 year-olds from 76 schools across the country, who were allocated to attainment groups in English and mathematics over the first two years of secondary schooling. The study found that pupils who had been placed in the top set demonstrated significantly better performance than those in the middle and bottom sets, in both English and mathematics, after accounting for prior attainment. However, even after adjusting for prior attainment, the research indicates a noticeable gap in performance, particularly in English. The study shows that between-class grouping results in the widening of the attainment gap, specifically for pupils placed in low sets. The research raises concerns related to equity in education and social justice in teaching practice. Its findings also provide contemporary evidence on the effects of between-class grouping in England, which was lacking in the prior literature.