The Best Practice in Mixed Attainment intervention provided training for schools to improve the effectiveness of teaching in mixed ability classes
How to group pupils is a key decision that every school has to make, and schools leaders need evidence on the impact of setting, streaming and mixed ability classes. We funded this pilot to see whether it is feasible to run a randomised controlled trial of mixed attainment grouping in maths and English classes.
The pilot struggled to recruit schools: any future trial would need to pay particular attention to the perceived risks and teacher workload associated with the transition to mixed ability teaching
The teachers who did take part in the pilot found some of the mixed ability teaching practices challenging, but were positive about the perceived impacts, particularly on low attaining pupils. The outcome data collected did not show any overall improvement, but the pilot trial was small and not designed to measure the impact of the intervention
This pilot – alongside another EEF trial on grouping practices – demonstrates the challenge of testing changes to grouping practices using a randomised controlled trial design. The EEF is exploring other methods that can be used to assess which grouping practices are most effective and why.
Should a future efficacy trial be considered, particular attention must be paid to eligibility criteria, clarity of expectations at recruitment and the teacher workload associated with implementing mixed attainment teaching.