This ERIC Digest summarizes Robert E. Slavin's 1986 comprehensive review of research on the different types of ability grouping in elementary schools. Slavin examines evidence on the achievement effects of five comprehensive ability grouping plans in elementary schools: (1) ability grouped classroom assignment; (2) regrouping within grade level…

This digest deals with within-class reading ability grouping. The digest discusses limitations of grouping; teacher attitudes; student recollections of ability grouping experiences; and grouping for specific purposes (focusing on cooperative learning and its benefits). The digest suggests that good teachers who provide supportive environments for…

Critics suggest that ability grouping all too often limits the instructional experience of lower-track students and that students placed in low tracks at a young age may never be transferred to upper tracks where higher-order skills are typically taught. As a result of this growing criticism, schools are increasingly eliminating ability grouping.…

Homogeneous grouping of mathematics students, the practice of grouping students of similar ability or achievement, is most prevalent at the high school level, often occurs at the middle and junior high school levels in schools that offer algebra, and occurs at the elementary school level as part of general groupings. This digest summarizes…

Schools use a variety of ways to group students for instruction; most prevalent in middle level schools seems to be ability grouping. Arguments once considered persuasive for ability grouping are losing influence given evidence that the practice results in few achievement benefits and several negative effects. This Digest discusses attitudes…