A new article published in the Oxford Review of Education uses data from the Millennium Cohort Study (MCS) to explore the impact of streaming on Key Stage 1 (KS1) attainment at age seven. The authors found that children in the “top” stream achieved more and made significantly more academic progress than children attending schools that did not stream, while children in the “middle” or “bottom” streams achieved less and made significantly less academic progress. They conclude that streaming undermines the attempts of governments to raise attainment for all children whatever their socio-economic status.
The MCS is following the lives of around 19,000 children born in the UK in 2000/1. For this study, the authors focused on children in England as information on streaming (obtained from a teacher survey) could be linked to Foundations Stage Profile scores and KS1 results from the National Pupil Database. Complete data was available for 2,098 children. Of these, 446 were “streamed” children, from 307 different primary schools.
Although the relationship between streaming and KS1 reading was partly explained by other child characteristics, being in the “top” stream retained a significant positive association with all KS1 scores and being in the “middle” or “bottom” stream retained a significant negative association with KS1 reading and overall performance scores.
Source: The Impact of Streaming on Attainment at Age Seven: Evidence from the Millennium Cohort Study (2014), Oxford Review of Education.