Raising standards: is ability grouping the answer?

Debate about the selection and grouping of pupils by ability has been rekin dled in the drive to raise standards. In this paper, we review the literatu re on ability grouping and its effects on academic and non-academic outcome s for pupils, including self-esteem, attitudes towards school, and alienati on. In addition, we consider aspects of the school environment that may med iate the influence of organisational grouping on pupil outcomes. The review refers extensively to British research but draws on international work whe re appropriate. It is argued that a return to a national system of selectio n and structured grouping is unlikely to raise standards. Some alternatives to ability grouping are put forward for consideration.