Since 1997, UK governments have advocated evidence-based practice in English education policy (DfE, n.d.) ; (also see Ball (Ball, 2013) and Whitty (Whitty, 2016) for a discussion). However, we have yet to see this translation of research into practice realised. In this article, we use the example of attainment grouping as a case with which to explore some of the wider challenges around
Join the Chartered College or log in to read the rest of this article.