Setting Boosts Top Math Students, Not Bottom

0:00On April 2-8, a new study from University College London's Institute of Education just flipped the script on decades of debate about mixed ability. Classes in English secondary schools? It shows that grouping kids by math ability, called setting, boost progress for top performers without slowing down the less able students. Backed by the Education and Diamond Foundation, the research proves High Flyers make better gains when matched with peers at their level. Meanwhile, in mixed attainment classes, strong math students lagged about two months behind in progress compared to those in setting schools. Overall school progress dropped by one month in mixed setups. The study also found kids in mixed classes had lower self-confidence in math, bucking old ideas that setting hurts everyone else's morale. Experts are weighing in heavy. Professor John Jerem from UCL called it a big deal, saying the evidence supports grouping since it helps high achievers, doesn't ding low ones, and eases teacher workloads.

1:02Education and Diamond Foundation Chief Becky Francis noted little difference for low attainers, but high ones thrive more in sets. The research track years 7 and 8 pupils, ages 11 to 13, and 28 mixed ability state schools versus 69 using. Setting Mix schools narrowed gaps between top and bottom performers, but only because high achievers slow down, not because low ones sped up. To make setting work right, schools need top teachers across all groups, but math teacher shortages mean many rely on non-specialists. This could shift how schools handle math classes moving forward, prioritizing real progress over good intentions.