Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/25220
Title: The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time
Authors: Hodgen, J
Taylor, B
Francis, B
Craig, N
Bretscher, N
Tereshchenko, A
Connolly, P
Mazenod, A
Keywords: Achievement gap;attainment grouping;mathematics tracking
Issue Date: 20-Sep-2022
Publisher: Wiley
Citation: Hodgen, J. (2008). Pupils' perceptions of setting and beyond—a response to Hallam and Ireson. British Educational Research Journal, 34(6), 855–863. https://doi.org/10.1080/01411920802044511
Abstract: Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between-class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets.
URI: http://bura.brunel.ac.uk/handle/2438/25220
DOI: http://dx.doi.org/10.1002/berj.3838
ISSN: 0141-1926
1469-3518
Appears in Collections:Dept of Education Research Papers

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