The effects of setting on classroom teaching and student learning in mainstream mathematics, English and science lessons: a critical review of the literature in England

Abstract

In England and Wales government pressures to raise attainment has led many schools to implement structured “ability” grouping in the form of setting. The introduction of selective grouping has been justified with the assumption that the differentiation of students by “ability” advances students’ motivation, social skills, independence and academic success in national tests and examinations because students are “better engaged in their own learning”. This paper critically engages with this assumption. Drawing upon qualitative research conducted in primary and secondary mathematics, science and English setted classrooms in England the aim of this literature review is to consider how teachers’ pedagogic practices with low, middle and high “ability” sets facilitates and/or constrains students’ learning and potential achievement. We also explore why, despite strenuous criticism and moves towards egalitarianism in schools, the segregation of students on the basis of “ability” continues to be a common feature in schools in England and Wales. This literature review draws attention to a number of substantive issues including (but not restricted to) fixed and permanent grouping; the potential misplacement of students to sets and a culture of stereotyping where learners within a set are taught as a single homogenous unit. We conclude the paper by suggesting foci for future research in the hope of eliciting renewed critical interest in and investigation of setting by “ability” in a broader range of subjects of the curriculum.

Keywords:

• ability
• setting
• ability grouping
• experiences
• learning

Notes

1. The General Certificate of Secondary Education (GCSE) is an academic qualification usually taken in a number of subjects by students aged 14–16 in secondary education in England, Wales and Northern Ireland.

2. We use “tiering” to denote the process whereby teachers allocate students to a particular difficulty level (tier) of a test. English and science GCSE exams are formally examined in two tiers: foundation and higher. Students entered for the higher tiered exams have access to grades A^∗–D. However, any student who takes a higher exam and does not get at least a D attains a U grade. Those students entered for the foundation paper in GCSE science and English have access to grades C–G. In 2006 GCSE mathematics changed from a three tier system; foundation (D–G); intermediate (B–E); and higher (A^∗–C) to the standard two tiers outlined above. In the three tiered system students entered for the foundation mathematics exams could not achieve a C grade.