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 June 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.

About this Article -

This article was crafted using a human-AI hybrid and collaborative approach. AI assisted our team with initial drafting, research insights, identifying key questions, and image generation. Our human editors guided topic selection, defined the angle, structured the content, ensured factual accuracy and relevance, refined the tone, and conducted thorough editing to deliver helpful, high-quality information.See our About page for more information.

Everything You Need To Know

1

What is ability grouping in mathematics education, and what is its intended purpose?

Ability grouping, also known as tracking, setting, or streaming, is a system where students are placed into different classes based on their perceived academic abilities, primarily in mathematics. The intention behind ability grouping is to create a learning environment where students can be taught with others of similar skill levels, allowing for tailored instruction and appropriate challenges. However, research indicates that this practice often leads to negative outcomes, particularly for students in low and middle groups.

2

What does research say about the effectiveness of ability grouping on student achievement in mathematics?

Research suggests that ability grouping does not lead to improved academic outcomes. Instead, it often harms the achievement of students in low and middle groups without significantly benefiting those in high-achieving groups. This negative impact is attributed to factors such as less challenging curriculum, lower-quality instruction, and lower teacher expectations for students in lower-ability groups. Mixed-ability groups correlate with higher overall achievement and more equitable outcomes, supporting the shift away from ability grouping.

3

How does ability grouping contribute to inequities in mathematics education?

Ability grouping raises serious equity concerns. Students from lower socioeconomic backgrounds and ethnic minority groups are disproportionately represented in lower-ability classes. This creates a cycle of educational inequity where these students receive less experienced teachers, less challenging content, and develop negative self-perceptions, impacting their opportunities and future career paths.

4

What are some inclusive teaching methods that can be used as alternatives to ability grouping in mathematics?

Inclusive teaching methods involve differentiating instruction to meet individual student needs, providing challenging content to all students regardless of their perceived ability, and fostering a growth mindset that emphasizes effort and perseverance. Inclusive classrooms aim to create equitable learning environments where all students can thrive. By embracing these practices, educators can address the limitations of ability grouping and promote better outcomes for all students.

5

What do the studies by Boaler and Zevenbergen reveal about the impact of classroom settings on student learning and self-perception?

The research by Boaler and Zevenbergen underscores the significance of classroom settings. Boaler's work demonstrates that mixed-ability groups yield higher overall achievement and more equitable outcomes. Zevenbergen's research highlights how students in low-achievement groups develop fundamentally different, often negative, self-perceptions compared to their high-achieving peers, emphasizing the detrimental psychological effects of ability grouping. These insights suggest that the structure and environment of mathematics classrooms have profound effects on student learning and self-esteem.

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