The number of students assigned to special education has increased in the past decades, in spite of efforts for more inclusion. For students with mild learning or behavioral difficulties, special education assignment might be prevented if appropriate support is provided in general education. In this study, research on programs that could reduce…

Defending his conclusions, the author argues that the data reviewed tell much about ability grouping. (SLD)

Reviews research on student grouping, focusing on these types: tracking; grouping within classes (reading and mathematics); ability grouping for just one or two subjects; and classes for the gifted and handicapped. Asserts that ability-grouped class assignment is the most harmful form. (KH)

Reviews briefly the research on achievement effects of the following: (1) ability-grouped class assignment; and (2) student grouping alternatives that would accommodate learning differences among students. Discusses instructional effectiveness of those alternatives and their potential impact on segregation. (PS)

Certain grouping arrangements in elementary and secondary schools appear to be instructionally effective for students, but the psychological drawbacks may offset any advantages. The relative benefits and disadvantages of within-class grouping and between-class grouping are discussed, along with the problems with ability grouping. (TE)

Review of research of between-class and within-class ability grouping on the achievement of elementary students. Ability grouping appears most effective for specific subjects with students remaining in heterogeneous classes most of the day. Cross-grade assignment for selected subjects can increase achievement. (SLD)

A "best evidence" review synthesis, which incorporates features of meta-analytic and traditional literature reviews, is used in this review of studies on the effects of ability grouping on secondary school students' achievement. The focus was on 29 studies that compared between-class ability grouping to heterogeneous placements. Effect sizes were…

Research contrasting special class placement, partial mainstreaming, and complete mainstreaming of students with mild academic handicaps is critically reviewed. Also reviewed is recent research on programs designed to improve the outcomes of mainstreaming, particularly programs directed at diminishing the rejection of students with mild academic…

The paper reviews research on the effects of placement in full-time special education classes, part-time regular classes with resource support, and full-time regular classes on mildly handicapped students. Also examined are programs designed to improve achievement, social-emotional adjustment, and social acceptance of the academically handicapped…

Research effects on achievement of nongraded elementary school organization is reviewed. Nongraded organization can have a positive impact on student achievement if cross-age grouping is used to allow teachers to provide more direct instruction to students but not if it is used as a framework for individualized instruction. (SLD)

Reviews research on ability grouping, focusing on policies and practices that result in placing students in groups that are more or less homogeneous with respect to academic performance. It is concluded that ability grouping is ineffective at best and harmful to many students. It inhibits development of interracial respect. (SLD)

This review of research focuses on policies and practices that result in placing students in groups that are more or less homogeneous with respect to academic performance. Recent analysis of data from the National Education Longitudinal Study of 1988 provides the largest and best-controlled multi-year study of ability grouping ever conducted…