Maintains that ability-group tracking focuses on two issues: (1) whether tracking is more effective in promoting student learning; and (2) whether all students benefit from tracking to the same degree. Concludes that tracking, as currently practiced, tends to be both inequitable and, at least for some students, ineffective. (CFR)

Responds to Maureen Hallinan's review of research and recommendations regarding grouping students for instructional purposes. Contends that ability grouping is much more than an administrative practice. Concludes that the school's normative, social, and political climate should be the object of reform. (CFR)