well with the lower ability in the classroom. (Science teacher, mixed
ability school)
I would move towards more setting because it enables pupils’ curriculum
needs to be better matched, reduces brighter children being inhibited by
peer pressure or slower children having self esteem affected, increases
student (and teacher) motivation. (Mathematics teacher, partially set
school)
I have reservations about mixed ability practices. One student in my tutor
group, a straight A student when he arrived in year 7, is now a school
refuser because of bullying and negative peer attitudes towards him.
(Music teacher, mixed ability school)
Perceived effects of ability grouping on personal and social development
Table 2 gives a detailed account of the frequencies of the responses made in relation
to questionnaire statements relating to self-esteem, stigmatisation, children’s
perceptions of their own ability, social adjustment and motivation. There was overall
disagreement with the statement that pupil self-esteem is unaffected by ability
grouping but the responses to most statements were significantly differentiated by the
type of school where the teacher worked. Those working in schools where there were
more mixed ability grouping procedures tended to view setting in a more negative
light in relation to the social outcomes of education.
10
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