Book title: Reassessing ‘Ability’ Grouping: Improving Practice for Equity and Attainment
Authors: Becky Francis, Becky Taylor, Antonina Tereshchenko
Reviewed by: Liz Allen CBE, NACE Trustee

Synopsis:

Combining the outcomes of a large-scale research project with a thorough literature review and international practice, this book is a must read for all engaged in education policy and practice.

It considers how “ability grouping” is more accurately defined as attainment grouping, with the consequent limiting impact on classroom practice and on pupils’ chances of achievement. Compelling evidence is presented to show that misallocations reinforce “gendered, classed and racialised patterns of inequality”, especially when schools attempt to use more criteria than evidence of prior attainment.

The challenges of setting are explored, as are the opportunities of mixed ability grouping – a practice that calls out for deeper research. The impact of grouping practices on young people’s attainment and on their perceptions of themselves as learners is evidenced in depth.

The concluding reflections and recommendations are food for thought for primary and secondary school leaders, subject leads and practitioners.

Why should NACE members read/be aware of this book?

The research tests the contention that setting by ability improves outcomes for the more able.

The small, short-term benefits for “top set” pupils come at a high price. Six factors – including misallocations, lack of flexibility between sets, setting by groups of subjects and inequality of teaching – result in a “self-fulfilling prophecy” of underperformance, loss of self-confidence and social exclusion. There are issues for “top set pupils” – a fixed ability mindset; a sense of superiority, entitlement, disdain; or a sense of guilt, ambivalence, discomfort. The research draws the conclusion that “comprehensive” schools are fostering social division by attainment grouping.

The research findings require consideration by all practitioners who are committed to providing all young people with the best grouping in which their abilities can flourish.

What’s new?

Research into the impact of mixed attainment grouping is welcome. The practice is misunderstood and underused; this book explores the reasons why and looks in depth at the high-attaining schools who are committed to mixed ability grouping.

Each type of setting is analysed and its impact on equality of learning opportunities and achievement is presented. Insights into the best setting and all-ability practice provide schools with excellent starting points for in-house research-informed professional conversations.

Key takeaways and next steps for schools:

• Give mixed ability advocates the opportunity to demonstrate that it is an equitable alternative, even for maths.
• Take warning that inflexible attainment grouping can “widen the gap”. The evidence suggests this is pronounced in primary schools’ in-class grouping, especially when the naming of groups is hierarchical (e.g. from moped to Ferrari).
• The literature review, record of methodology and suggestions for next steps provide schools with a robust approach for in-house research.
• Setting needs to have high integrity and is most equitable when it is by subject.
• Chapter 9’s “dos and don’ts” are essential reading for research-led schools.

Additional reading:

The book builds on Carol Dweck’s work, providing invaluable evidence on how grouping practices impact on mindset.

As the book draws attention to the consequences of misallocation, Making Data Work (Becky Allen, November 2018) is a helpful report for schools to consider when they revise their grouping strategy.

Inappropriate pedagogical practice and non-specialist teaching are identified as key factors in widening the gap. What Works? (Lee Elliot Major and Steve Higgins, Bloomsbury 2019) offers evidence of what works in primary and secondary schools to transform pupils’ progress.

Before you buy… For discounts of up to 30% from a range of education publishers, view the list of current NACE member offers (login required).

Share your own review… Have you read a good book lately with relevance to provision for more able learners? Share it with the NACE community by submitting a review.