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Ability grouping in the primary school: a survey

Hallam, Susan; Ireson, Judith; Lister, Veronica; Andon Chaudhury, Indrani; Davies, Jane; (2003) Ability grouping in the primary school: a survey. Educational Studies , 29 (1) pp. 69-83. Green open access

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Abstract

In 1997, the DfEE suggested that schools should consider ‘setting’ pupils by ability as it was believed that this would contribute to raising standards. This survey of primary schools aimed to establish the extent to which primary schools, with same and mixed age classes, implement different grouping practices including setting, streaming, within class ability and mixed ability groupings for different curriculum subjects. Schools were asked to complete a questionnaire indicating their grouping practices for each subject in each year group. The findings showed that schools predominantly adopted within class ability groupings, either mixed or ability grouped, for most subjects. Ability grouping (within class and setting) was most common in mathematics, followed by English and science. Its implementation increased as pupils progressed through school. The type of setting adopted, same or cross age, tended to reflect the nature of the class structures within the school.

Type: Article
Title: Ability grouping in the primary school: a survey
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: This is an electronic version of an article published in Hallam, Susan and Ireson, Judith and Lister, Veronica and Chaudhury, Indrani Andon and Davies, Jane (2003) Ability grouping in the primary school: a survey. Educational Studies, 29 (1). pp. 69-83. Educational Studies is available online at: http://www.informaworld.com/10.1080/03055690303268
UCL classification: UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
URI: https://discovery.ucl.ac.uk/id/eprint/10000370
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