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Why is it difficult for schools to establish equitable practices in allocating students to attainment 'sets'?
British Journal of Educational Studies
Research has consistently shown 'ability' grouping (tracking) to be prey to poor practice, and to perpetuate inequity. A feature of these problems is inequitable and inaccurate practice in allocation to groups or 'tracks'. Yet little research has examined whether such practices might be improved. Here, we examine survey and interview findings from a large-scale intervention study of grouping practices in 126 English secondary schools. We find that when schools are encouraged to allocatedoi:10.1080/00071005.2018.1424317 fatcat:bru35v3m5jcnbirp4dgev5tvzq