Teaching in classes grouped by ability does not hamper progress of less able pupils, study finds
A recent study indicates that teaching students in ability-grouped classes enhances the performance of high-achieving pupils without negatively impacting less able students. Conducted by University College London, the research found that high-achievers made slower progress in mixed-ability classes compared to those in ability-based settings. The findings challenge previous beliefs about the detrimental effects of ability grouping on lower-achieving students.
- ▪The study found that high-achieving students made slower progress in mixed-ability classes.
- ▪Setting by ability did not significantly harm the attainment of low-prior-attaining or socioeconomically disadvantaged pupils.
- ▪High-achievers in mixed-ability classes made two months' less progress on average compared to those in ability-grouped settings.
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The study also found high-achievers fared worse in mixed-ability classes. Photograph: Monkey Business Images/ShutterstockView image in fullscreenThe study also found high-achievers fared worse in mixed-ability classes. Photograph: Monkey Business Images/ShutterstockSchoolsTeaching in classes grouped by ability does not hamper progress of less able pupils, study findsResearch on maths teaching in English secondary schools upends decades of debate over mixed-ability educationRichard Adams Education editorTue 28 Apr 2026 19.01 EDTLast modified on Tue 5 May 2026 12.11 EDTSharePrefer the Guardian on GoogleTeaching pupils in classes grouped by ability improves the results of high-flyers but does not affect the progress of less able children, according to a study that upends decades of debate…
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