Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/25220
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dc.contributor.authorHodgen, J-
dc.contributor.authorTaylor, B-
dc.contributor.authorFrancis, B-
dc.contributor.authorCraig, N-
dc.contributor.authorBretscher, N-
dc.contributor.authorTereshchenko, A-
dc.contributor.authorConnolly, P-
dc.contributor.authorMazenod, A-
dc.date.accessioned2022-09-21T16:06:56Z-
dc.date.available2022-09-21T16:06:56Z-
dc.date.issued2022-09-20-
dc.identifier.citationHodgen, 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/10.1080/01411920802044511en_US
dc.identifier.issn0141-1926-
dc.identifier.issn1469-3518-
dc.identifier.urihttp://bura.brunel.ac.uk/handle/2438/25220-
dc.description.abstractDespite 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.en_US
dc.description.sponsorshipEducation Endowment Foundation (EEF)en_US
dc.languageen-
dc.publisherWileyen_US
dc.rights© 2022 The Authors. British Educational Research Journal published by John Wiley & Sons Ltd on behalf of British Educational Research Association. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.-
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/-
dc.subjectAchievement gapen_US
dc.subjectattainment groupingen_US
dc.subjectmathematics trackingen_US
dc.titleThe achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over timeen_US
dc.typeArticleen_US
dc.identifier.doihttp://dx.doi.org/10.1002/berj.3838-
dc.relation.isPartOfBritish Educational Research Journal-
pubs.publication-statusPublished online-
dc.identifier.eissn1469-3518-
Appears in Collections:Dept of Education Research Papers

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