It’s not which school but which set you’re in that matters: the influence of ability grouping practices on student progress in mathematicsFootnote1

Paper presented at the 27th annual conference of the British Educational Research Association, University of Leeds, September 2001.

References

• Bartholomew H (1999) Setting in stone? How ability‐grouping practices structure and constrain achievement in mathematics paper presented at British Educational Research Association 25th annual conference University of Sussex, September
   Google Scholar
• Bartholomew H (2000 September) Negotiating identity in the community of the mathematics classroom paper presented at British Educational Research Association 26th annual conference Cardiff University, September
   Google Scholar
• Bartholomew H (2001) Positioning students in setted mathematics groups paper presented at British Educational Research Association 27th annual conference University of Leeds, September
   Google Scholar
• Beaton AE Martin MO Mullis IVS Gonzalez EJ Smith TA Kelly DL (1996a) Science achievement in the middle school years: IEA’s third international mathematics and science study (Chestnut Hill, MA, Boston College)
   Google Scholar
• Beaton AE Mullis IVS Martin MO Gonzalez EJ Kelly DL Smith TA (1996b) Mathematics achievement in the middle school years (Boston, MA, Boston College)
   Google Scholar
• Bennett N Desforges C Cockburn A Wilkinson B (1984) The quality of pupil learning ­experiences (London, Lawrence Erlbaum Associates)
   Google Scholar
• Boaler J (1997) Experiencing school mathematics: teaching styles, sex and setting (Buckingham, Open University Press)
   Google Scholar
• Boaler , J , Wiliam , D and Brown , ML . (2000a) . Students’ experiences of ability grouping—disaffection, polarisation and the construction of failure . British Educational Research Journal , 27 (5) : 631 – 648 .
   Web of Science ®Google Scholar
• Boaler J Wiliam D Zevenbergen R (2000b) The construction of identity in secondary mathematics education in: J. F. Matos & M. Santos (Eds) Proceedings of Mathematics Education and Society conference 192 202 (Montechoro, Portugal; Centro de Investigação em Educação da Faculdade de Ciências Universidade de Lisboa)
   Google Scholar
• Bursten, L. (Ed.) (1992) The IEA study of mathematics III: student growth and classroom processes (Oxford, Pergamon)
   Google Scholar
• Department for Education and Employment (1997) Excellence in schools (London, The Stationery Office)
   Google Scholar
• Gewirtz S Ball SJ Bowe R (1995) Markets, choice and equity in education (Buckingham, Open University Press)
   Google Scholar
• Hallam S Toutounji I (1996) What do we know about the grouping of pupils by ability? A research review (London, University of London Institute of Education)
   Google Scholar
• Hargreaves DH (1967) Social relations in a secondary school (London, Routledge & Kegan Paul)
   Google Scholar
• Harlen W Malcolm H (1997) Setting and streaming: a research review (Edinburgh, Scottish Council for Research in Education)
   Google Scholar
• Hoffer , TB . (1992) . Middle school ability grouping and student achievement in science and mathematics . Educational Evaluation and Policy Analysis , 14 (3) : 205 – 227 .
   Web of Science ®Google Scholar
• Ireson J Hallam S (2001) Ability grouping in education (London, Paul Chapman)
   Google Scholar
• Ireson J Hallam S Hurley C (2002) Ability grouping in the secondary school: effects on GCSE attainment in English, mathematics and science paper presented at British Educational Research Association 28th annual conference University of Exeter, September
   Google Scholar
• Jackson B (1964) Streaming: an education system in miniature (London, Routledge & Kegan Paul)
   Google Scholar
• Kerckhoff , AC . (1986) . Effects of ability grouping in British secondary schools . American Sociological Review , 51 (6) : 842 – 858 .
   Web of Science ®Google Scholar
• Lacey C (1970) Hightown Grammar: the school as a social system (Manchester, Manchester University Press)
   Google Scholar
• Linchevski , L and Kutscher , B . (1998) . Tell me with whom you’re learning and I’ll tell you how much you’ve learned: mixed ability versus same‐ability grouping in mathematics . Journal for Research in Mathematics Education , 29 (5) : 533 – 554 .
   Web of Science ®Google Scholar
• Newbold D (1977) Ability grouping: the Banbury enquiry (Windsor, National Foundation for Educational Research)
   Google Scholar
• Office for Standards in Education (1998) Setting in primary schools: a report from the Office of Her Majesty’s Chief Inspector of Schools (London, Office for Standards in Education)
   Google Scholar
• Postlethwaite K Denton C (1978) Streams for the future? The long‐term effects of early streaming and non‐streaming—the final report of the Banbury enquiry (Banbury, Pubansco)
   Google Scholar
• Sukhnandan L Lee B (1998) Streaming, setting and grouping by ability: a review of the literature (Slough, National Foundation for Educational Research)
   Google Scholar
• Venkatakrishnan , H and Wiliam , D . (2003) . Tracking and mixed‐ability grouping in secondary school mathematics classrooms: a case study . British Educational Research Journal , 29 (2) : 189 – 204 .
   Web of Science ®Google Scholar
• Wiliam , D . (1992) . Special needs and the distribution of attainment in the national curriculum . British Journal of Educational Psychology , 62 : 397 – 403 .
   PubMed Web of Science ®Google Scholar
• Willingham, W. S. & Cole, N. S. (Eds) (1997) Gender and fair assessment (Mahwah, NJ, Lawrence Erlbaum Associatess)
   Google Scholar