Teaching in classes grouped by ability does not hamper progress of less able pupils, study finds

Research on maths teaching in English secondary schools upends decades of debate over mixed-ability education Teaching pupils in classes grouped by ability improves the results of high-flyers but does not affect the progress of less able children, according to a study that upends decades of debate over mixed-ability education. The research by University College London’s Institute of Education found that secondary school pupils in England with previously strong maths performances made slower p...

By Richard Adams Education editor