Table 4. Study design, methodology and... | Emerald Publishing

Table 4.

Study design, methodology and the impact of ability grouping on quality

Author publication year	Data source	Type of data	Data recency	Time horizon	Study design	Sample size	Focus and force
Collins and Gan (2013)	Secondary	Quantitative	2003–2005	Longitudinal	Quasi-experimental	n = 9,325 students from 135 different schools	Quality positive
Duflo et al. (2011)	Primary	Quantitative	2005–2006	Longitudinal	RCTs	121 schools. n = 10,000 students	Quality positive
Pierce et al. (2011)	Primary	Quantitative	2004–2006	Longitudinal	quasi-experimental	Year 1: n = 161 across 52 schools. Year 2: n = 127	Quality positive
Sorensen et al. (2017)	Secondary	Quantitative	2005–2006 to 2011–2012	Longitudinal	Non-experimental	n = over 1.7 million 2,000 schools	Quality positive
Boaler and Foster (2021)	Primary	Quantitative qualitative	2005–2009 2013–2015	Longitudinal	quasi-experimental	Study 1:8 intervention districts and 25 comparison districts; Study 2: n = over 11,000 students in 120 school districts	Quality negative
Burris et al. (2006)	Secondary	Quantitative	1995–2000	Longitudinal	Quasi-experimental	n = 477 students (pre-universal acceleration) and n = 508 post-universal acceleration	Quality negative
Deunk et al. (2018)	Secondary: meta-analysis	Quantitative	Late 1990s and early 2000s	Not specified for each study	Meta-analysis	n = 5 studies for mathematics	Quality negative
Gupta et al. (2023)	Primary	Quantitative	2015–2016	Longitudinal	Quasi-experimental	n = 9170 students across 19 schools from 23 counties	Quality negative

Author publication year	Data source	Type of data	Data recency	Time horizon	Study design	Sample size	Focus and force
Collins and Gan (2013)	Secondary	Quantitative	2003–2005	Longitudinal	Quasi-experimental	n = 9,325 students from 135 different schools	Quality positive
Duflo et al. (2011)	Primary	Quantitative	2005–2006	Longitudinal	RCTs	121 schools. n = 10,000 students	Quality positive
Pierce et al. (2011)	Primary	Quantitative	2004–2006	Longitudinal	quasi-experimental	Year 1: n = 161 across 52 schools. Year 2: n = 127	Quality positive
Sorensen et al. (2017)	Secondary	Quantitative	2005–2006 to 2011–2012	Longitudinal	Non-experimental	n = over 1.7 million 2,000 schools	Quality positive
Boaler and Foster (2021)	Primary	Quantitative qualitative	2005–2009 2013–2015	Longitudinal	quasi-experimental	Study 1:8 intervention districts and 25 comparison districts; Study 2: n = over 11,000 students in 120 school districts	Quality negative
Burris et al. (2006)	Secondary	Quantitative	1995–2000	Longitudinal	Quasi-experimental	n = 477 students (pre-universal acceleration) and n = 508 post-universal acceleration	Quality negative
Deunk et al. (2018)	Secondary: meta-analysis	Quantitative	Late 1990s and early 2000s	Not specified for each study	Meta-analysis	n = 5 studies for mathematics	Quality negative
Gupta et al. (2023)	Primary	Quantitative	2015–2016	Longitudinal	Quasi-experimental	n = 9170 students across 19 schools from 23 counties	Quality negative

Source(s): Author’s own work