Teaching in classes grouped by ability does not hamper progress of less able pupils, study finds
Research on maths teaching in English secondary schools upends decades of debate over mixed-ability education
Teaching 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 over mixed-ability education.
The research by University College London’s Institute of Education found that secondary school pupils in England with previously strong maths performances made slower progress in mixed-attainment classes than when they were taught alongside children with similarly high ability. Continue reading...
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