Setting is a widespread practice of grouping students in UK secondary schools. This is despite little evidence of its efficacy and substantial evidence of its detrimental impact on those allocated to the low sets.
In her recent paper [accessible online here] Professor Louise Archer, along with the ‘Best Practice in Grouping Students’ research team, has proposed that setting represents a process through which the social and cultural reproduction of inequality and dominant power relations are enacted within schools.
The arguments are based on the statistical modeling of the set allocation data from 94 project schools, a survey with 12,178 Year 7 students, and interviews with 33 students…
View original post: New findings on secondary students’ negative views about setting