New Research Finds No Negative Impact of Setting and Streaming for Disadvantaged Students

A new study examining the effects of setting and streaming in English schools has found no evidence that these practices harm educational outcomes for socio-economically disadvantaged pupils.

The research published today challenges previous concerns about achievement grouping's potential negative impacts on disadvantaged background students. While England's schools implement setting and streaming more extensively than other countries, the study suggests this practice may not have the detrimental effects previously considered.

Key Findings:

• Year 5 pupils from disadvantaged backgrounds showed slightly improved test scores under streaming.
• No significant negative effects were observed on students' self-confidence or subject enjoyment.
• Primary teachers reported feeling better equipped to support struggling students and challenge high achievers when using achievement grouping.

"These results suggest that schools could have flexibility in choosing between achievement grouping or mixed-attainment approaches," says Professor John Jerrim, UCL. "While both method shave their merits, our data indicates that achievement grouping does not systematically disadvantage pupils from lower socio-economic backgrounds."

The study utilized data from the TIMSS international assessment, examining both Year 5 and Year 9 pupils' performance in  science. The research methodology focused on schools that implemented setting in one subject but not another, providing more robust evidence than previous studies.

“School leaders should be encouraged to make informed decisions based on their specific contexts while ensuring proper implementation of whichever grouping method they choose.”

Full article in Schools Week.

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