The 'Psychological Prisons' from which They Never Escaped: the role of ability grouping in reproducing social class inequalities

Abstract

In stark contrast to the recommendations of the current White Paper, Jo Boaler's recent research suggests that the radical progressive state school commitment to mixed ability teaching has, in the case of this landmark study, led to better results and better life-chances than its more traditional counterpart whose ability grouping practices created, in the words of one ex-pupil, "psychological prisons" that "break ambition" and "almost formally label kids as stupid." If ability grouping reproduces social class inequalities, any political party that really cares about social justice must look again at the norms of ability segregation that blights so much of contemporary practice. In their stead, we need equitable and effective grouping polices that promote high achievement for all.