Constructing Ability Groups in the Secondary School: Issues in practice

Abstract

Ability grouping, especially setting, is currently seen as a means of raising attainment. Research to date indicates that there may be difficulties in accurately and fairly placing pupils in ability groups and in enabling movement between groups. The aim of this article is to provide information about Key Stage 3 grouping practices in secondary comprehensive schools. The schools were selected to represent a range of grouping, from entirely mixed ability to setting in all curriculum subjects. Curriculum managers and heads of department in 45 schools provided information about factors taken into account when allocating pupils to groups and about pressures and constraints on movement between groups. The analysis shows that many factors impinge on grouping and constrain the possibility of movement. The findings are discussed in relation to the effect on pupils' attainment and future prospects and in relation to classroom practice. Recommendations are made for schools implementing setting.

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