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

A new study from University College London's Institute of Education suggests that grouping secondary school students by ability in math classes benefits high-achieving students. The research, which examined math teaching in English secondary schools, found that these advanced students progressed more quickly when taught with peers of similar high ability. Conversely, the study indicates that this ability grouping does not negatively impact the progress of less able students.

This finding challenges long-held assumptions about mixed-ability classrooms and could influence future educational policies regarding student placement.