A new study from the Education Endowment Foundation (EEF) examines how students are grouped for middle-school math instruction and what that means for achievement and confidence. Using a matched, naturalistic design, researchers compared schools that teach math in mixed-attainment groups with schools that use setting by attainment, focusing on students in Years 7 and 8. The study also looked at outcomes for students eligible for free school meals, lower prior attainers, and high prior attainers.
According to the EEF, the project was delayed by the pandemic but restarted with a new group of schools, and the evaluation report is expected in Spring 2026. The research is designed to fill an evidence gap in England, where grouping practices vary widely and there has been limited up-to-date, UK-based evidence on how those choices affect student outcomes.
This study adds to the broader conversation about whether students benefit more from flexible grouping or from instruction organized by prior attainment. The findings will be closely watched by educators looking to balance academic progress, confidence, and equity in math classrooms.
Read more: “Mixed-achievement math classrooms are a net negative” (Advance)