Ability Grouping Boosts High Achievers

Easy version (A2–B1)

A study found that teaching students by ability helps those who are good at math. It does not hurt the progress of students who struggle. High-achieving students do better when they are in classes with others who are also strong in math. This is important news for schools.

Standard version (B1–B2)

Research from University College London indicates that grouping students by ability in math classes improves outcomes for high-achieving students without negatively impacting the progress of less able pupils. The study reveals that students in mixed-ability classes made slower progress, and those in ability groups showed better self-confidence in math. This challenges previous beliefs about the effects of ability grouping.

Advanced version (C1–C2)

A recent study conducted by the Institute of Education at University College London has significant implications for educational practices regarding ability grouping in mathematics. The research indicates that secondary school students in England who previously excelled in math achieved slower progress in mixed-ability classes compared to those in ability-specific settings. Importantly, the study, supported by the Education Endowment Foundation, found no detrimental effects on the attainment of lower-achieving or socioeconomically disadvantaged students. It also highlighted that mixed-attainment classes negatively impacted students' self-confidence in math, challenging long-held beliefs about the adverse effects of ability grouping. This evidence suggests a need for a reevaluation of educational strategies in math instruction.