A Mixed-Methods Evaluation Protocol and Preliminary Qualitative Insights

Speaker

Camille Voisin, PhD candidate in Sociology at the Center for Research on Social InequalitieS (CRIS - Sciences Po), affiliated to the LIEPP - Educational Policies Research Group

Abstract

Grouping students by academic performance or ability is a widespread practice in many education systems in order to address diverse learning needs and manage classroom heterogeneity. Despite its prevalence, evidence on the effectiveness of ability grouping for improving students’ academic outcomes remains limited. Existing studies often report negligible or even negative effects, especially for the most disadvantaged students, with consequences observed not only in academic trajectories but also in socio-emotional competencies such as self-concept and self-confidence. 

In this context, France – traditionally characterized as a late-tracking system – has recently introduced the “Groupes de besoins” policy, which reorganizes French and mathematics instruction into ability-based groups for 6th- and 7th-graders. My research project aims to examine the implementation of this new policy and assess its effects on a range of outcomes, including students’ academic performance in standardized assessments, self-esteem, academic self-confidence, well-being, and, more broadly, educational inequality. 

After briefly reviewing the most recent evidence on ability grouping, I will present the mixed-methods research protocol developed to evaluate the ability grouping policy. I will then introduce initial qualitative findings drawn from field interviews with teachers and focus groups with students. These preliminary results include an overview of the diverse implementation practices observed across schools and a qualitative analysis of teachers’ and students’ perceptions of ability grouping in the French context.