Anders, Jake;
Hodgen, Jeremy;
Taylor, Becky;
Bretscher, Nicola;
(2024)
The Student Grouping Study: investigating the effects of setting and
mixed attainment grouping Statistical Analysis Plan.
Education Endowment Foundation: London, UK.
(In press).
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Abstract
The study uses a matched design in a natural context, to explore the difference in student outcomes of two approaches to grouping students for mathematics: grouping by subject attainment (or setting), and mixed attainment grouping. As such, the research team will not be delivering an ‘intervention’, but will be measuring the outcomes of grouping practices already in use in recruited schools.
| Type: | Report |
|---|---|
| Title: | The Student Grouping Study: investigating the effects of setting and mixed attainment grouping Statistical Analysis Plan |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://educationendowmentfoundation.org.uk/projec... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment > Centre for Teachers and Teaching Research |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10196001 |
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