Diverse students collaborating on a complex mathematical problem with floating equations and gears.

Unlocking Potential: Why Ability Grouping Fails and How Inclusive Classrooms Can Transform Math Education

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Avery Sinclair in Mind & Education April 2025 • 4 min read.

"Discover the surprising truth about ability grouping in math and learn how equitable practices can lead to better outcomes for all students."


For decades, schools have sorted students into different classes based on perceived academic ability, particularly in mathematics. This practice, known as ability grouping (or tracking, setting, streaming), is rooted in the belief that students learn best when surrounded by peers of similar skill levels. The intention is often noble: to tailor instruction, provide appropriate challenges, and accelerate the learning of high-achieving students. However, a growing body of research suggests that this approach is not only ineffective but actively detrimental to many students' mathematical journeys.

This article delves into the complexities surrounding ability grouping in mathematics education. It examines the arguments for and against this widespread practice, drawing upon international research and insights from leading education experts. We'll uncover how ability grouping can perpetuate inequities, limit opportunities for students, and ultimately hinder overall achievement. More importantly, we'll explore alternative approaches that foster inclusive learning environments where all students can thrive, regardless of their perceived ability.

By understanding the limitations of ability grouping and embracing equitable teaching practices, educators and parents can work together to create a more supportive and effective mathematics education system for all children.

The Case Against Ability Grouping: Evidence and Equity

Diverse students collaborating on a complex mathematical problem with floating equations and gears.

The most compelling argument against ability grouping is the overwhelming evidence that it does not lead to improved academic outcomes. In fact, studies consistently show that it harms the achievement of students in low and middle groups without significantly benefiting high-achieving students. This means that the vast majority of students are negatively impacted by this practice.

One of the key reasons for this negative impact is the limiting of opportunities. When students are placed in lower-ability groups, they are often exposed to a less challenging curriculum and lower-quality instruction. Teachers may have lower expectations for these students, leading to a self-fulfilling prophecy of underachievement. As Boaler's research demonstrates, schools employing mixed-ability groups witnessed higher overall achievement and more equitable outcomes.
  • Reduced Achievement: Students in lower groups often receive less challenging content, hindering their progress.
  • Inequitable Access: Lower-ability classes are disproportionately populated by students from disadvantaged backgrounds.
  • Negative Self-Perception: Ability grouping can negatively impact students' self-esteem and motivation.
  • Limited Opportunities: Students may be locked out of advanced courses and future career paths.
Beyond achievement, ability grouping raises serious equity concerns. Research reveals that lower-ability classes are disproportionately populated by students from lower socioeconomic backgrounds and ethnic minority groups. This creates a system where societal inequalities are amplified within the classroom, further marginalizing already disadvantaged students. Moreover, these students are often taught by less experienced or qualified teachers, perpetuating a cycle of educational inequity. Zevenbergen's work in Australia highlights how students in low-achievement groups develop fundamentally different experiences and construct negative self-perceptions compared to their high-achieving peers.

Embracing Equity and Inclusion: A Path Forward

The evidence is clear: ability grouping in mathematics education is not an effective or equitable practice. To create a more supportive and effective learning environment for all students, educators must embrace inclusive teaching methods. This includes differentiating instruction to meet individual needs, providing challenging content to all students, and fostering a growth mindset that emphasizes effort and perseverance over fixed ability. By shifting away from ability grouping and embracing equity and inclusion, we can unlock the full potential of all students and transform mathematics education for the better.

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