Ability Grouping
Greetings. The following materials are intended to provide an introduction to Ability Grouping. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records is presented at the end of this file.
Chia-Hui Lin
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner
Grouping strategies based on ability
Ability Grouping in Elementary Schools
Is Ability Grouping the Way to Go - Or Should It Go Away?
The Tracking and Ability Grouping Debate
Crossing The Tracks: How "Untracking" Can Save America's Schools
Alternatives to Ability Grouping: Still Unanswered Questions
On the Wrong Track
Pathways to School Improvement: Grouping PracticesFrom the North Central Regional Educational Laboratory
The Challenge of Detracking: Finding the Balance between Excellence and Equity
Citations from the ERIC Database
AN: EJ611101
AU: Bunton,-Kristie; Kanihan,-Stacey-Frank; Neuzil,-Mark
TI: Improving Media Writing with Ability Groups.
PY: 2000
SO: Journalism-and-Mass-Communication-Educator; v55 n2 p60-72 Sum 2000
DE: *Ability-Grouping; *Journalism-Education; *Mass-Media; *News-Writing; *Writing-Improvement
DE: Higher-Education; Student-Placement; Student-Writing-Models; Test-Use; Writing-Instruction
AB: Demonstrates the usefulness of ability grouping in a "media, writing, and information gathering" course to improve students' writing skills. Notes students improved to the point where the gap in skills between ability groups was eliminated. Finds objective tests of mechanical skills did not predict students' writing ability. Suggests writing samples are better for placement and for measurement of writing ability. (SR)
AN: EJ601275
AU: Jenkins,-John-M.
TI: Looking Backward: Educational Reform in the Twentieth Century.
PY: 2000
SO: International-Journal-of-Educational-Reform; v9 n1 p74-78 Jan 2000
DE: *Ability-Grouping; *Educational-Change; *School-District-Reorganization; *Specialization-; *Testing-; *Vocational-Education
DE: Educational-History; Elementary-Secondary-Education; Individualized-Instruction; Local-Government; Small-Schools; Track-System-Education
AB: Discusses five lasting 20th-century education reforms: ability grouping, testing, district/school consolidation, vocational education, and specialization. The future seems aimed at personalized instruction, smaller schools, less differentiation between academic and vocational education, greater trust in local governance units, and philosophic realization of the mind-body connection. (Contains 13 references.) (MLH)
AN: EJ610136
AU: Schnackenberg,-Heidi-L.; Sullivan,-Howard-J.
TI: Learner Control over Full and Lean Computer-based Instruction under Differing Ability Levels.
PY: 2000
SO: Educational-Technology-Research-and-Development; v48 n2 p19-35 2000
DE: *Ability-Grouping; *Computer-Assisted-Instruction; *Learner-Controlled-Instruction
DE: Academic-Achievement; Higher-Education; Instructional-Design; Research-Needs; Student-Attitudes; Time-on-Task
AB: Examines the effects of type of instructional control (learner control versus program control) and program mode (full versus lean) on the achievement, option use, time in the program, and attitudes of higher-ability and lower-ability university students using a computer-delivered instructional program. Discusses implications for instructional design and for future research. (Contains 32 references.) (Author/LRW)
AN: ED442743
AU: Petrello,-Nora
TI: Can Ability Grouping Help Educators Meet Higher Educational Standards?
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED442743
DE: *Ability-Grouping; *Academic-Achievement; *Heterogeneous-Grouping; *Homogeneous-Grouping
DE: Academic-Standards; Elementary-Education; Elementary-School-Students; Elementary-School-Teachers; Teacher-Attitudes
AB: This paper presents different perspectives on homogeneous and heterogeneous ability grouping of students on an elementary school level. The teachers and administrators were surveyed to discover their preferences and attitudes toward homogeneous and heterogeneous class design and ability grouping within the classroom. Many journal articles advocated heterogeneous grouping. Teachers, however, advocated homogeneous grouping. Additionally, three ability groups (high, middle, and low) were examined to see whether each individual group benefited from heterogeneous or homogeneous grouping. Results found that the lower ability group benefited the most from heterogeneous designs and ability grouping. (Contains 10 references.) (Author/SM)
AN: EJ597133
AU: Rees,-D.-I.; Brewer,-D.-J.; Argys,-L.-M.
TI: How Should We Measure the Effect of Ability Grouping on Student Performance?
PY: 2000
SO: Economics-of-Education-Review; v19 n1 p17-20 Feb 2000
DE: *Ability-Grouping; *Mathematics-Achievement; *Measurement-Techniques; *Research-Problems; *Resource-Allocation; *Track-System-Education
DE: Mathematical-Aptitude; Mathematics-Education; Secondary-Education; Student-Motivation
AB: Reinterprets Betts and Shkolnick's results in an article appearing in this "EER" issue. The data do not allow accurate classification of tracked and untracked classrooms. There appears to be little difference in student performance and resource allocation between schools that formally and informally group students by ability. (MLH)
AN: EJ597132
AU: Betts,-Julian-R.; Shkolnik,-Jamie-L.
TI: The Effects of Ability Grouping on Student Achievement and Resource Allocation in Secondary Schools.
PY: 2000
SO: Economics-of-Education-Review; v19 n1 p1-15 Feb 2000
DE: *Ability-Grouping; *Educational-Equity-Finance; *Mathematics-Achievement; *Resource-Allocation
DE: Influences-; Longitudinal-Studies; Mathematical-Models; Secondary-Education; Teacher-Education; Teaching-Experience
AB: Finds little or no differential effects of ability grouping for high-, average-, or low-achieving students, based on data from a 1992 longitudinal study. Examination of three school inputs (class size, teacher education, and teacher experience) indicates that grouping and nongrouping schools similarly tailor resources to ability levels. (Contains 17 references.) (MLH)
AN: EJ602685
AU: Zeidner,-Moshe; Schleyer,-Esther-Jane
TI: Evaluating the Effects of Full-Time vs Part-Time Educational Programs for the Gifted: Affective Outcomes and Policy Considerations.
PY: 1999
SO: Evaluation-and-Program-Planning; v22 n4 p413-27 Nov 1999
DE: *Ability-Grouping; *Academically-Gifted; *Elementary-School-Students; *Student-Attitudes
DE: Educational-Environment; Foreign-Countries; Intermediate-Grades
AB: Evaluated the effects on gifted children of participation in homogeneous classes or mixed ability classes with a part-time gifted extension program. Results from 1,020 Israeli gifted intermediate-grade students show more positive personal-social adjustment for those in the mixed ability classes and a more positive view of the school environment for those in homogenous classes. (SLD)
AN: EJ608373
AU: Jegede,-Olugbemiro; Taplin,-Margaret; Fan,-Rocky-Y.-K.; Chan,-May-S.-C.; Yum,-Jessie
TI: Differences between Low and High Achieving Distance Learners in Locus of Control, Achievement Motivation and Metacognition.
PY: 1999
SO: Distance-Education; v20 n2 p255-73 1999
DE: *Ability-Grouping; *Academic-Achievement; *Distance-Education; *Locus-of-Control
DE: Achievement-Need; Comparative-Analysis; Foreign-Countries; Higher-Education; Instructional-Design; Metacognition-; Questionnaires-; Student-Surveys
AB: Describes a survey of students from the Open University of Hong Kong that compared high achievers and low achievers as defined by performances on scores over four consecutive semesters. Discusses locus of control; metacognition; locus of control and achievement motivation; and implications for instructional design, materials development, and support services. (LRW)
AN: ED436020
AU: Loveless,-Tom
TI: The Tracking Wars: State Reform Meets School Policy.
CS: Brookings Institution, Washington, DC.
PY: 1999
AV: Brookings Institution Press, 1775 Massachusetts Avenue, NW, Washington, DC 20036-2188 (cloth: ISBN-0-8157-5306-3, $39.95; paperback: ISBN-0-8157-5305-5, $16.95). Tel: 800-275-1447 (Toll Free); Fax: 202-797-6004; Web site: .
PR: Document Not Available from EDRS.
DE: *Ability-Grouping; *School-Policy; *Student-Placement; *Track-System-Education
DE: Academic-Achievement; Educational-Change; Elementary-Secondary-Education; Governance-; Student-Welfare; Tables-Data
AB: This book examines the reactions of schools in Massachusetts and California to policies that sought to persuade schools to abandon or reduce tracking--the practice of grouping students into classes by ability and organizing curriculum by level of difficulty. The text is divided into 8 chapters: (1) "Implementing Tracking Reform," which sets forth the book's purpose and introduces the remaining chapters; (2) "The Origins of Tracking Reform," analyzes agenda setting and antitracking politics; (3) "The Schools Respond," discusses why some schools track and others detrack; (4) "Influences on Tracking Policy," compares tracked and untracked schools and discusses the influences on tracking policy, institutional characteristics of schools, the technical challenge of heterogeneity, and the organizational characteristics of schools; (5) "Governing Reform," describes educational governance in California and Massachusetts, the states' role in tracking policy, and the source of tracking policy; (6) "Tracking and Subject Area," details subject area subsystems, tracking in English and math, middle-school subjects as part of a discipline, and a math department rebellion; (7) "The Classroom, the Teacher, and Tracking Reform," discusses alternative instructional strategies and different philosophies; and (8) "The Fate of Reform," provides insights on the reform of tracking and casts doubt on prevailing explanations. Two appendices and 31 tables provide study methods and data, information on statistical issues, and a wide range of statistical analyses. (Contains an index.) (RJM)
AN: EJ594390
AU: Mallery,-James-L.; Mallery,-Janet-G.
TI: The American Legacy of Ability Grouping: Tracking Reconsidered.
PY: 1999
SO: Multicultural-Education; v7 n1 p13-15 Fall 1999
DE: *Ability-Grouping; *Disadvantaged-Youth; *Equal-Education; *Track-System-Education
DE: Elementary-Secondary-Education; Legal-Problems; Minority-Groups
AB: Reviews current arguments posed by supporters of educational tracking and those who oppose it. Research results support the view that tracking as practiced today is detrimental to the U.S. educational system, although the downfall of tracking is likely to result from legal reasons beyond its worst features. (SLD)
AN: ED430989
AU: Ireson,-Judith; Hallam,-Susan; Mortimore,-Peter; Hack,-Sarah; Clark,-Helen
TI: Ability Grouping in Schools: An Analysis of Effects.
PY: 1999
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED430989
DE: *Ability-Grouping; *Academic-Achievement; *Secondary-School-Teachers; *Teacher-Attitudes
DE: Foreign-Countries; Grade-9; Instructional-Program-Divisions; National-Competency-Tests ;Secondary-Education; Secondary-School-Students; Test-Results; Track-System-Education
AB: This paper presents preliminary findings from a large-scale study of ability grouping in English secondary schools. Forty-five secondary schools representing three levels of grouping took part in the research. Within these schools, data have been collected from a cohort of Year 9 pupils, aged 13-14 years. All these pupils took tests in English, mathematics, and science as part of the national assessment. Test scores for these pupils at the end of Year 6 were collected retrospectively. Measures of self-concept, attitudes toward school and school work, social alienation, and truancy and exclusion from school were used to assess social and personal outcomes. The research also considers practices related to pupil grouping in school: (1) the allocation of pupils to groups; (2) the mechanisms for movement between groups; (3) classroom practices; and (4) teacher attitudes. Responses of approximately 800 teachers show that the grouping structures adopted in a school are related to teacher attitudes toward different types of ability grouping. Teachers tended to view teaching mixed ability classes as more difficult. Preliminary findings from the analysis of pupil attainment suggest that ability grouping does influence achievement, but this influence is not uniform across subjects. (Contains 26 references, 6 charts, and 5 tables.) (Author/SLD)
AN: ED430906
AU: Ashwill,-Mark-A., ed.
TI: The Educational System in Germany: Case Study Findings.
CS: National Inst. on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC.
PY: 1999
AV: National Institute on Student Achievement, Curriculum, and Assessment (OERI/ED), Washington, DC; Web site: http://www.ed.gov
PR: EDRS Price MF01/PC12 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED430906
DE: *Ability-Grouping; *Educational-Assessment; *Student-School-Relationship; *Teacher-Education
DE: Academic-Standards; Adolescents-; Case-Studies; Curriculum-Development; Educational-Administration; Educational-Experience; Educational-Policy; Elementary-Secondary-Education; Foreign-Countries; Higher-Education
AB: The German education system is directly influenced by a set of principles which come from social, cultural, and political realms in Germany. This document provides a detailed and comprehensive treatment of four key academic and nonacademic factors that are of interest to U.S. policymakers. They are: (1) national standards in education; (2) teachers' preparation and working lives; (3) the role of school in adolescents' lives; and (4) how students' differences in ability are managed by the school system. This qualitative information provides the supplementary contextual information necessary for educators to assess and interpret the quantitative data collected through the Third International Math and Science Study (TIMSS). Chapter titles are: (1) "Introduction"; (2) "The Development and Implementation of Education Standards in Germany"; (3) Individual Differences and the German Education System"; (4) "The Role of School in German Adolescents' Lives"; and (5) "Teachers and the Teaching Profession in Germany." References for further reading are included. Contains 81 references. (Author/LB)
AN: EJ583109
AU: Simpson,-Douglas-J.
TI: John Dewey's View of Grouping: A Democratic Perspective.
PY: 1999 SO: Educational-Horizons; v77 n3 p128-33 Spr 1999
DE: *Ability-Grouping; *Cooperation-; *Group-Dynamics; *Grouping-Instructional-Purposes
DE: Democracy-; Diversity-Institutional; Elementary-Secondary-Education
AB: Explores Dewey's ideas about education as a social experience occurring within community, and their implications for grouping. Suggests that the potential for undesirable outcomes for certain groups challenges educators to use grouping both effectively and ethically. (SK)
AN: EJ583108
AU: Arnove,-Robert-F.; Zimmerman,-Enid
TI: Dynamic Tensions in Ability Grouping: A Comparative Perspective and Critical Analysis.
PY: 1999
SO: Educational-Horizons; v77 n3 p120-27 Spr 1999
DE: *Ability-Grouping; *Cultural-Differences; *Equal-Education; *Excellence-in-Education
DE: Comparative-Education; Elementary-Secondary-Education; Foreign-Countries
AB: Compares types of ability grouping (mixed, homogenous, acceleration/retention) used in educational systems in the United States, China, Japan, south Korea, France, Germany, and Quebec and how they reflect cultural patterns and shape educational outcomes. Discusses tensions between the competing demands of excellence and equity. (SK)
AN: EJ578010
AU: Romo,-Harriett
TI: Tracking Programs Derail Minority and Disadvantaged Students' Success.
PY: 1999
SO: Community-College-Journal; v69 n3 p12-17 Dec 1998-Jan 1999
DE: *Ability-Grouping; *Grouping-Instructional-Purposes; *Outcomes-of-Education; *Track-System-Education
DE: Academic-Achievement; Access-to-Education; Community-Colleges; Disadvantaged-Youth; Educational-Discrimination; Elementary-Secondary-Education; High-Achievement; Low-Achievement; Minority-Groups; Student-Placement; Two-Year-Colleges
AB: Contends that tracking students by assumed ability level does not substantially benefit high achievers and that it tends to put low achievers at a serious disadvantage. Further asserts that tracking in primary and secondary schools stigmatizes and inhibits opportunities of success for disadvantaged and minority students. (24 citations) (VWC)
AN: EJ573227
AU: Broussard,-C.-Anne; Joseph,-Alfred-L.
TI: Tracking: A Form of Educational Neglect?
PY: 1998 SO: Social-Work-in-Education; v20 n2 p110-20 Apr 1998
DE: *Ability-Grouping; *Educational-Discrimination; *Outcomes-of-Education
DE: Adolescents-; Children-; Elementary-Secondary-Education; High-School-Graduates; Longitudinal-Studies; Minority-Groups; School-Policy; School-Social-Workers; Teacher-Expectations-of-Students
AB: The impact of ability grouping on the lives of school children (N=1922) is examined. Its roots in the history of education and the rationale for tracking are reviewed. Adverse effects of various practices associated with tracking are reported, and a reconsideration of tracking policies is encouraged. (EMK)
AN: ED443234
AU: Miller,-Phyllis, ed.
TI: Will Going to School Allow Him To Reach the Top?
CS: American Mensa Education and Research Foundation, Arlington, TX.
PY: 1998
SO: Mensa-Research-Journal; n40 Spr 1998
AV: Mensa Research Journal, 1229 Corporate Drive West, Arlington, TX 76006-6103.
NT: Theme issue. Published three times a year.
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED443234
DE: *Ability-Grouping; *Cluster-Grouping; *Equal-Education; *Gifted-; *Homogeneous-Grouping; *Track-System-Education
DE: Ability-Identification; Educational-Discrimination; Elementary-Secondary-Education
AB: This issue of a research journal on gifted education explores different perspectives on tracking in schools, the difference between equity and equality, whether equity is the enemy of excellence, and how all can be treated equally if some people are more intelligent than others. Specific articles include: (1) "Inequity in Equity: How 'Equity' Can Lead to Inequity for High-Potential Students" (Camilla Persson Benbow and Julian C. Stanley), which discusses the dumbing-down of curriculum, equating aptitude and achievement testing with elitism, and provides recommendations for creating positive change; (2) "Detracking America's Schools: The Reform without Cost?" (Dominic J. Brewer, Daniel I. Rees, and Laura M. Argys), which explores the costs of detracking in terms of student performance; (3) "Detracking and Its Detractors: Flawed Evidence, Flawed Values" (Robert E. Slavin), which argues against ability grouping; (4) "The Reform without Cost? A Reply to Our Critics" (Dominic J. Brewer, Daniel I. Rees, and Laura M. Argys); (5) "Special Classes for Gifted Students? Absolutely!" (Sally Burton-Szabo); (6) "Untracking and Students' Futures: Closing the Gap between Aspirations and Expectations" (Renee Smith-Maddox and Anne Wheelock); and (7) "Promoting Gifted Behavior in an Untracked Middle School Setting" (Thomas O. Erb, Stephen O. Gibson, and Suzanne E. Aubin). (Articles include references.) (CR)
AN: EJ600369
AU: Robertson,-Christine-L.; Cowell,-Barry; Olson,-John
TI: A Case Study of Integration and Destreaming: Teachers and Students in an Ontario Secondary School Respond.
PY: 1998
SO: Journal-of-Curriculum-Studies; v30 n6 p691-717 Nov-Dec 1998
DE: *Ability-Grouping; *Integrated-Curriculum; *Student-Attitudes; *Teacher-Attitudes
DE: Educational-Change; Educational-Research; Foreign-Countries; Grade-9; Heterogeneous-Grouping; High-Schools; Homogeneous-Grouping; Mathematics-; Science-Education; Technology-
AB: Presents a case study of grade 9 curriculum reforms at a urban high school in Ontario (Canada). Explains that students were streamed according to their abilities and interests before the reform. Discusses questions related to de-streaming, especially how teachers contend with mixed-ability classes, and integration with a particular focus on mathematics, science, and technology. (CMK)
AN: EJ596079
AU: Reay,-Diane
TI: Setting the Agenda: The Growing Impact of Market Forces on Pupil Grouping in British Secondary Schooling.
PY: 1998
SO: Journal-of-Curriculum-Studies; v30 n5 p545-58 Sep-Oct 1998
DE: *Ability-Grouping; *Decision-Making; *Parent-Influence; *Parent-School-Relationship; *Teacher-Alienation; *Teaching-Occupation
DE: Case-Studies; Foreign-Countries; Grouping-Instructional-Purposes; Middle-Class; Professional-Development; Secondary-Education
AB: Argues that the issues of good teaching practice and professionalism are at risk of becoming marginalized in the developing market culture. Finds that a growing compliance of schools to middle-class parents may result in the overriding of teachers' professional judgments that do not mirror the perceived requirements of these "valued" parents. (CMK)
AN: EJ571360
AU: Pilkington,-Margaret
TI: From Learning Outcomes to Multi-Level Courses.
PY: 1998
SO: Adults-Learning-England; v10 n1 p18-20 Sep 1998
DE: *Ability-Grouping; *Biology-; *Heterogeneous-Grouping
DE: Adult-Education; Educational-Objectives; Flexible-Progression; Foreign-Countries
AB: An adult course in field biology was taught at two levels to accommodate mixed abilities of students. Learning outcomes were interpreted differently to enable multilevel teaching. (SK)
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Other Resources (available either for sale or via interlibrary loan)
Title: Teaching every child every day: Learning in diverse schools and classrooms
Editors: Karen R. Harris, Steve Graham, & Donald Deshler
Year: 1998
Publisher: Brookline Books
Title : Constructing school success : the consequences of untracking low achieving students.
Author: Mehan, H.
Year: 1996
Publisher: Cambridge University Press.
Title: The benefits of mixed-age grouping.
Author: Katz, L.
Year: 1995
Publisher: Urbana, IL : ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois.
Title: Differentiation and opportunity in restructured schools.
Authors: Gamoran, A. & Weinstein, M.
Year: 1995
Publisher: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center.
Title: Learning together : a manual for multiage grouping.
Authors: Bacharach, N., Hasslen, R., & Anderson, J.
Year: 1995
Publisher: Corwin Press.
Title: Poisoned apple : the bell-curve crisis and how our schools create mediocrity and failure.
Authors: Wallace, B. & Graves, W.
Year: 1995
Publisher: Martin's Press.
Title: Crossing the tracks : how untracking can save America's schools.
Author: Wheelock, A.
Year: 1992
Publisher: The New Press.
Title: Beyond technical rationality : ability-group differences in the distribution and effects of classroom instruction.
Author: Gamoran, A.
Year: 1992
Publisher: University of Wisconsin-Madison, Institute for Research on Poverty.
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