Ability Grouping

There is no evidence from research syntheses and meta-analyses to

suggest that between class ability grouping (i.e., streaming/tracking)

is associated with improved mathematics achievement.

Some text here about the topic of discussion

​No Improved Achievement

​Learning opportunities

The opportunity to learn mathematics in mixed-ability classes leads to

better cognitive and social outcomes than learning mathematics in classes grouped by ability (i.e., streamed or tracked classes).

Lifting the floor

Lower and middle-attaining students achieve more in mixed ability

classrooms than they do in between class ability groups (i.e., streamed

classes). Higher attaining students appear to do equally well in either

classroom organisation.

The gap widens

​There is evidence that the longer students remain in ability groups, the greater the achievement gap between lower and higher attaining

students becomes

Match

Match the following

• ability grouping improves achievement

• there are better cognitive and social outcomes

• mixed ability classrooms improve performance

• the achievement gap between low and high attainers increases

There is no evidence that

In mixed ability classrooms it has been shown that

For low and middle level learners, it is observed that

The longer students are in ability groups, the outcome is that

• There is no evidence that

• In mixed ability classrooms it has been shown that

• For low and middle level learners, it is observed that

• The longer students are in ability groups, the outcome is that

Differentiated Instruction

Small, flexible groups formed for the purpose of addressing an important, specific, shared learning need can be highly effective in improving student mathematics outcomes particularly

where the teaching is informed by reflection and feedback.

Fixed Groups are Detrimental

Fixed within class ability grouping (i.e., semi-permanent like ability groups) appears to function in the same way as between class ability grouping (i.e., streaming). There is no evidence to suggest that this practice will lead to improved mathematics outcomes for all students, and it can have a detrimental impact on the achievement of lower

attaining students.

Inequities in learning

Ability grouping between classes (i.e., streaming/regrouping) produces

inequities in students’ opportunity to learn. Higher achieving students have greater access to the curriculum and richer opportunities to learn while lower achieving students have limited access to the curriculum, peer support, and role models, further limiting their chances to succeed.

Student identity and agency

Fixed ability thinking and the Fixed forms of ability grouping impact

student identity and agency regardless of prior attainment. For lower achieving students, this results in disengagement and feelings of shame and failure. For the highest achieving students, it can

result in anxiety induced by the pace of instruction, competitive learning environments, and fear of failure.

Multiple Choice

Fixed ability classrooms

• negatively impact the self-esteem of students

• reduce anxiety for all students

• result in improved learning outcomes for all students

• enable all students to access the entire curriculum

Although there are accounts of how changes to content, processes, products, and the learning environment might be made to suit the needs of different learners (e.g., Tomlinson, 2014), it appears

that there is little empirical research to support differentiation that takes all the dimensions of difference into account... as it can restrict students’ opportunity to learn and create de facto ability groups.

Differentiated instruction

Differentiated Teaching

Differentiation is better achieved through carefully designed, stimulating tasks that all students are able to make a start on. This type of task enables the teacher to offer rich feedback to students and allows students at all levels of prior attainment to progress. That is, differentiation is best achieved in well-taught mixed ability classes where “the whole class works on a problem or an investigation that can be tackled in different ways”​

​