The extent of ability grouping in Swedish upper secondary schools: a national survey

Abstract

Differentiation among students according to ability has been a topic of interest in educational systems all over the world for a long period of time. This study focuses on the extent of ability grouping in Swedish upper secondary schools, using a total population survey that covers all upper secondary schools. Previous research on the effects of ability grouping on students and groups of students gives a quite clear picture and the relation between ability grouping and issues of inequity and undemocratic values is an often-raised issue, where low-achieving students are especially adversely affected. Results from this study show that many (43%) upper secondary schools use ability grouping as a way to differentiate students in educational settings. It is found that it is more frequently used within the foundation subjects and especially in mathematics. No particular group of schools reports using ability grouping at a significantly higher rate, but the schools that reported using it to a very large extent differ on many school-level variables. These schools are focused on specifically. The extent of ability grouping is discussed in relation to previous research and issues of equity.

Keywords:

• ability grouping
• differentiation
• equity
• upper secondary school
• total population survey
• special education

Notes on contributor

Joacim Ramberg is a PhD student in special education at Stockholm University. His research is focused on special education at upper secondary level.

Notes

1. The merit rating value from compulsory school is the sum of the scores built upon the student's grades. The grading system has a four-grade scale where the grades correspond to the following scores IG = 0, G = 10, VG = 15 and MVG = 20. The student may get 16 grades on the various subjects. The individual merit rating value ranges between 0–320. The merit rating value is employed to rank the students and to select and distribute them into the upper secondary schools, with a centralised system at the school district level that takes into account both the students' own choices and their merit rating value. Students with higher merit rating scores have more chances to be admitted to the school that they prefer. It is not allowed for any school (independent or public) to require a minimum merit value at admission or to reject students on the basis of a low merit value or to require fees from the students. The distribution of students into the schools is therefore entirely based on the students' choices, their merit rating values and on the number of places available at each school.