Table 5. Study design, methodology and... | Emerald Publishing

Table 5.

Study design, methodology and the impact of ability grouping on equity and inclusion

Author publication year	Data source	Type of data	Data recency	Time horizon	Study design	Sample size	Focus and force
Archer et al. (2018)	Secondary	Quantitative, qualitative	2015–2016	Cross-sectional	Non-experimental	Survey: n = 12,935 in 94 schools. Interviews n = 33 students	Equity negative
Hartas (2018)	Secondary	Quantitative	2012–2013	Cross-sectional	Non-experimental	n = 9,610 students	Equity negative
Von Hippel and Cañedo (2022)	Primary	Quantitative	2010–2011	Longitudinal	Non-experimental	fall: n = 2,607 students, and for spring n = 1,355 students	Equity negative
Gupta et al. (2023)	Primary	Quantitative	2015–2016	Longitudinal	Quasi-experimental	n = 9,170 students across 19 schools from 23 counties	Inclusion positive
Boliver and Capsada-Munsech (2021)	Secondary	Quantitative	2008 and 2012	Longitudinal	Non-experimental	n = 8,876 students	Inclusion negative
Campbell (2021)	Secondary	Quantitative	2008 and 2012	Longitudinal	Non-experimental	n = 4,463 students	Inclusion negative
Francome and Hewitt (2018)	Primary	Quantitative, qualitative	2014	Cross-sectional	Non-experimental	n = 286 year seven students in School M (n = 129 students) and School S (n = 157 students)	Inclusion negative
McDool (2019)	Secondary	Quantitative	2008 and 2012	Longitudinal	quasi-experimental	waves 4 (age 7): n = 14,043 students wave 5 (age 11 years): n = 13,469 students	Inclusion negative
Legette and Kurtz-Costes (2020)	Primary	Quantitative	2016–2017	Longitudinal	Non-experimental	n = 322 students from 4 schools	Inclusion mixed
Parker et al. (2021)	Secondary	Quantitative	2013–2015	Cross-sectional	Non-experimental	n = 645,520 from 22,894 schools	Inclusion mixed

Author publication year	Data source	Type of data	Data recency	Time horizon	Study design	Sample size	Focus and force
Archer et al. (2018)	Secondary	Quantitative, qualitative	2015–2016	Cross-sectional	Non-experimental	Survey: n = 12,935 in 94 schools. Interviews n = 33 students	Equity negative
Hartas (2018)	Secondary	Quantitative	2012–2013	Cross-sectional	Non-experimental	n = 9,610 students	Equity negative
Von Hippel and Cañedo (2022)	Primary	Quantitative	2010–2011	Longitudinal	Non-experimental	fall: n = 2,607 students, and for spring n = 1,355 students	Equity negative
Gupta et al. (2023)	Primary	Quantitative	2015–2016	Longitudinal	Quasi-experimental	n = 9,170 students across 19 schools from 23 counties	Inclusion positive
Boliver and Capsada-Munsech (2021)	Secondary	Quantitative	2008 and 2012	Longitudinal	Non-experimental	n = 8,876 students	Inclusion negative
Campbell (2021)	Secondary	Quantitative	2008 and 2012	Longitudinal	Non-experimental	n = 4,463 students	Inclusion negative
Francome and Hewitt (2018)	Primary	Quantitative, qualitative	2014	Cross-sectional	Non-experimental	n = 286 year seven students in School M (n = 129 students) and School S (n = 157 students)	Inclusion negative
McDool (2019)	Secondary	Quantitative	2008 and 2012	Longitudinal	quasi-experimental	waves 4 (age 7): n = 14,043 students wave 5 (age 11 years): n = 13,469 students	Inclusion negative
Legette and Kurtz-Costes (2020)	Primary	Quantitative	2016–2017	Longitudinal	Non-experimental	n = 322 students from 4 schools	Inclusion mixed
Parker et al. (2021)	Secondary	Quantitative	2013–2015	Cross-sectional	Non-experimental	n = 645,520 from 22,894 schools	Inclusion mixed

Source(s): Author’s own work