The Achievement Gap: The Impact of Between-Class Attainment Grouping on Pupil Attainment and Educational Equity over Time

Autor/inn/en	Hodgen, Jeremy; Taylor, Becky; Francis, Becky; Craig, Nicole; Bretscher, Nicola; Tereshchenko, Antonina; Connolly, Paul; Mazenod, Anna
Titel	The Achievement Gap: The Impact of Between-Class Attainment Grouping on Pupil Attainment and Educational Equity over Time
Quelle	In: British Educational Research Journal, 49 (2023) 2, S.209-230 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hodgen, Jeremy) ORCID (Taylor, Becky) ORCID (Francis, Becky) ORCID (Bretscher, Nicola) ORCID (Tereshchenko, Antonina) ORCID (Connolly, Paul) ORCID (Mazenod, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3838
Schlagwörter	Achievement Gap; Educational Attainment; Foreign Countries; Grade 7; Grade 8; Secondary School Mathematics; Secondary School Students; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler
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 ('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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01