The School Mix Effect: the history of an enduring problem in educational research, policy and practice

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Abstract
The contextual effect of the social class mix of a school's intake has been identified in several recent studies as having an important influence on individual academic performance, particularly for working class students. However the effect, if genuine, is poorly understood. This paper reviews the history of research into this concept since the sixties, examining how political, ideological and methodological considerations have influenced research to create our current ignorance of the effects of school mix. On the basis of this review, it is argued that (i), there is at least a prima‐facie case for the existence of a significant school mix effect: and (ii), that given the limitations of past approaches, the most rewarding direction for future research would be to explore likely causal mechanisms through micro‐level analysis. Some ways in which causal mechanisms relating to student subcultures might begin to be theorised are suggested.

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