The use of ability grouping restricts students to interact with others who have been identified as similar in ability and carries with it the stigma of failure and the operation of the self-fulfilling prophecy. (Author)

After defining the relevant terms, the author examines the perpetual debate over the pros and cons of ability grouping, noting that, while conclusive research evidence is lacking for either side, teachers overwhelmingly support ability grouping. This, the author feels, may be evidence of a class structure in the schools. (SJL)

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…

This reprint of a previously published article describes a study that examined the relationship of six commonly held myths regarding ability grouping to educators' efforts to provide the best instructional programs for all students. The article is preceded by a commentary stressing the need for appropriate services. (Contains references.) (CR)

This conference panel presentation includes five papers on the implications of inclusive education for gifted and talented children. "The Case for Ability Grouping of Gifted Students" (Carolyn Yewchuk) summarizes research results showing that greatest gains were found in programs that grouped high ability children together and provided a…

Tests and rejects the hypothesis that mixed-ability grouping enhances pupils' science achievement. Significant differences were found when 11 and 12 year olds (N=160) were compared. Mixed-ability groups using individualized methods performed at a lower level than did homogeneous ability groups. Also reports findings regarding teacher and student…

The use of ability variables for grouping students is pervasive in elementary schools. Teachers form these groups judgmentally, taking into account formal (e.g., test) and informal (e.g., personal observation) sources of information. Their judgments of students' abilities are reasonably accurate. Such grouping can be explained as functional on…

This study investigated the effects of classroom composition on achievement. The analysis focused on the assessment of classroom homogeneity with respect to the socioeconomic background and general intelligence of the students. In addition, the extent to which classroom composition affects the standards the teachers employ and how these standards…

The question examined extensively in this document is why socioeconomic status and race are related to academic achievement. While most explanations look to the cognitive or cultural deficiencies of lower class and minority students, this volume considers an alternative explanation. Prevailing definitions of academic achievement undoubtedly…