Raising Standards: Is ability grouping the answer?

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Abstract
Debate about the selection and grouping of pupils by ability has been rekindled in the drive to raise standards. In this paper, we review the literature on ability grouping and its effects on academic and non-academic outcomes for pupils, including self-esteem, attitudes towards school, and alienation. In addition, we consider aspects of the school environment that may mediate the influence of organisational grouping on pupil outcomes. The review refers extensively to British research but draws on international work where appropriate. It is argued that a return to a national system of selection and structured grouping is unlikely to raise standards. Some alternatives to ability grouping are put forward for consideration.