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The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time. / Hodgen, Jeremy; Taylor, Becky; Francis, Becky et al.
In: British Educational Research Journal, Vol. 49, No. 2, 30.04.2023, p. 209-230.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Hodgen, J, Taylor, B, Francis, B, Craig, N, Bretscher, N, Tereshchenko, A, Connolly, P & Mazenod, A 2023, 'The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time', British Educational Research Journal, vol. 49, no. 2, pp. 209-230. https://doi.org/10.1002/berj.3838

APA

Hodgen, J., Taylor, B., Francis, B., Craig, N., Bretscher, N., Tereshchenko, A., Connolly, P., & Mazenod, A. (2023). The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time. British Educational Research Journal, 49(2), 209-230. https://doi.org/10.1002/berj.3838

Vancouver

Hodgen J, Taylor B, Francis B, Craig N, Bretscher N, Tereshchenko A et al. The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time. British Educational Research Journal. 2023 Apr 30;49(2):209-230. Epub 2022 Sept 20. doi: 10.1002/berj.3838

Author

Hodgen, Jeremy ; Taylor, Becky ; Francis, Becky et al. / The achievement gap : The impact of between‐class attainment grouping on pupil attainment and educational equity over time. In: British Educational Research Journal. 2023 ; Vol. 49, No. 2. pp. 209-230.

Bibtex

@article{dc5e481e0cef4358b71b759da5a700e5,
title = "The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time",
abstract = "Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups ({\textquoteleft}setting{\textquoteright}) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets.",
keywords = "Original Article, achievement gap, attainment grouping, mathematics, tracking",
author = "Jeremy Hodgen and Becky Taylor and Becky Francis and Nicole Craig and Nicola Bretscher and Antonina Tereshchenko and Paul Connolly and Anna Mazenod",
year = "2023",
month = apr,
day = "30",
doi = "10.1002/berj.3838",
language = "English",
volume = "49",
pages = "209--230",
journal = "British Educational Research Journal",
issn = "0141-1926",
publisher = "Routledge",
number = "2",

}

RIS

TY - JOUR

T1 - The achievement gap

T2 - The impact of between‐class attainment grouping on pupil attainment and educational equity over time

AU - Hodgen, Jeremy

AU - Taylor, Becky

AU - Francis, Becky

AU - Craig, Nicole

AU - Bretscher, Nicola

AU - Tereshchenko, Antonina

AU - Connolly, Paul

AU - Mazenod, Anna

PY - 2023/4/30

Y1 - 2023/4/30

N2 - Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets.

AB - Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between‐class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets.

KW - Original Article

KW - achievement gap

KW - attainment grouping

KW - mathematics

KW - tracking

U2 - 10.1002/berj.3838

DO - 10.1002/berj.3838

M3 - Journal article

VL - 49

SP - 209

EP - 230

JO - British Educational Research Journal

JF - British Educational Research Journal

SN - 0141-1926

IS - 2

ER -