Secondary school teachers’ attitudes towards and beliefs about ability grouping

Table 2 about here

The responses to the open questions supported the data from the rating scales. Most
teachers were aware of the possible negative effects of highly structured ability
grouping on self esteem and the way that mixed ability teaching might ameliorate
them. Illustrative examples are given below.

I believe that it is too early in year 7 to label pupils as bottom set. This
will have a negative effect on their self-esteem. (Geography teacher, set
school)

All groups in this school are mixed ability. The price paid for setting or
banding is too high, i.e. reduction in self-esteem, sink groups, fear of
failure. Students needs can be met successfully with good, well planned,
differentiated work with clear targets. (Biology teacher, mixed ability
school)

Years of experience have convinced me that this (mixed ability) is the
most effective system academically, socially and personally. High self-
esteem is in my opinion at the heart of successful learning and living.
(English teacher, mixed ability school)

Some teachers highlighted the polarisation that could occur through the adoption of
rigid ability setting.

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