A new study from University College London suggests that grouping students by ability can improve outcomes for high performing pupils without negatively affecting those with lower attainment.
The research, conducted by the university’s Institute of Education and supported by the Education Endowment Foundation, examined how different teaching approaches influence student progress in mathematics.
For years, educators have debated whether mixed ability classrooms promote fairness or limit academic growth. This study provides new evidence that may reshape that discussion.
Key Findings on Student Performance
The research focused on secondary school pupils aged 11 to 13 in England. It compared outcomes between schools using mixed attainment classes and those applying ability based grouping.
The results showed that high achieving students in mixed ability settings made less progress compared to those taught alongside peers of similar ability.
On average:
- High performing students in mixed classes made two months less progress
- Overall progress in mixed settings lagged by one month
In contrast, students in ability grouped classes demonstrated stronger academic improvement.
Impact on Lower Attaining Students
A central concern in education has been whether ability grouping disadvantages lower performing students. The study found no significant negative impact on this group.
Students with lower prior attainment and those from disadvantaged backgrounds showed similar progress regardless of classroom structure.
This finding challenges earlier claims that ability grouping harms equity in education.
Confidence and Learning Experience
The study also explored student confidence in mathematics. It found that pupils in mixed ability classrooms reported lower confidence levels compared to those in grouped settings.
This result contradicts earlier assumptions that mixed classrooms improve self confidence among lower achieving students.
Researchers suggest that clearer instructional focus in grouped classes may contribute to better engagement and understanding.
Expert Perspectives and Reactions
Education experts have described the findings as significant. John Jerrim noted that the evidence supports the effectiveness of ability grouping, particularly in mathematics.
According to Becky Francis, the study offers a clearer comparison between teaching methods than previous research. She emphasized that high achieving students benefit most from grouped instruction.
At the same time, education leaders stress that implementation matters. Schools must ensure that teaching quality remains consistent across all groups.
Implications for Education Systems
The findings highlight the importance of balancing academic performance with fairness. Ability grouping may help schools support high achievers without disadvantaging others.
However, challenges remain. Schools must avoid concentrating the most experienced teachers only in top groups, as this could create inequality in teaching quality.
Teacher shortages, especially in subjects like mathematics, also continue to affect how schools implement these strategies.