2026-06-07T07:48:26Zhttps://riuma.uma.es/rest/oai/request

oai:riuma.uma.es:10630/392812026-02-03T11:21:30Zcom_10630_2254col_10630_37953

00925njm 22002777a 4500 dc Jerrim, John author López-Agudo, Luis Alejandro author Marcenaro-Gutiérrez, Óscar David author 2024-12-17 Grouping students into different classes based upon their academic achievement or ability is a relatively common practice across the world, particularly in English-speaking countries. Yet some argue that teaching students in mixed-ability classes is a better approach, with important benefits for those from disadvantaged socio-economic backgrounds. Unfortunately, existing evidence comparing outcomes across these approaches is scant. This paper hence provides new international evidence on this matter, drawing upon data from the 2015 Trends in Mathematics and Science Study study. Our results point towards null effects; neither approach leads to demonstrably better outcomes for students than the other. This also holds true for young people from disadvantaged socio-economic backgrounds, suggesting that between-class ability grouping does not harm the educational prospects of these children. Some limited evidence does emerge, however, that primary school teachers believe they are better able to support struggling students—and challenge the highest achievers—when ability grouping is used. John Jerrim, Luis Alejandro Lopez-Agudo, Oscar David Marcenaro-Gutierrez, Does within-school between-class ability grouping harm the educational outcomes of socio-economically disadvantaged children? International evidence, European Sociological Review, 2024;, jcae050, https://doi.org/10.1093/esr/jcae050 https://hdl.handle.net/10630/39281 10.1093/esr/jcae050 Pedagogía Dinámica de grupos Escolares - Psicología Movilidad social Does within-school between-class ability grouping harm the educational outcomes of socio-economically disadvantaged children?