“Systems that show high performance and an equitable distribution of learning outcomes tend to be comprehensive, requiring teachers and schools to embrace diverse student populations through personalised educational pathways. In contrast, school systems that assume that students have different destinations with different expectations and differentiation in terms of how they are placed in schools, classes and grades often show less equitable outcomes without an overall performance advantage.” 1
1 OECD (2010), PISA 2009 Results: What Makes a School Successful? - Resources, Policies and Practices, (Volume IV), p. 13 (emphasis added).
2 See Merryn Hutchings et al. (2012), Evaluation of the City Challenge programme, Department for Education.
3 Freddie Whittaker (25 July 2016) ‘Fact-check: Do the arguments for new grammar schools stack up?’, Schools Week.
4 NatCen (2012), British Social Attitudes 28, p. 58