Schools utilize an array of strategies to match curricula and instruction to students' heterogeneous skills. While generations of scholars have debated "tracking" and its consequences, the literature fails to account for diversity of school-level sorting practices. In this paper we draw upon the work of Sørenson (1970) to articulate and…

Schools use an array of strategies to match curricula and instruction to students' heterogeneous skills. Although generations of scholars have debated ''tracking'' and its consequences, the literature fails to account for diversity of school-level sorting practices. In this article, we draw on the work of Sørensen and others to articulate and…

Tracking students into different classrooms according to their prior academic performance is controversial among both scholars and policymakers. If teachers find it easier to teach a homogeneous group of students, tracking could enhance school effectiveness and raise test scores of both low- and high-ability students. If students benefit from…

Advocates heterogeneous grouping and cites research indicating that it will be more beneficial to students than homogeneous grouping by ability. (DF)

Assuming that the intellectual level of the classroom affects learning environment quality and student achievement, separating students into homogeneous groupings enriches the environment for high-resource students and impoverishes it for low-resource students. The converse occurs under heterogenous mixing. This argument is supported by data from…

Tracking--the system of grouping students for instruction on the basis of ability--reflects the class and racial inequalities of American society and helps to perpetuate them. In the junior and senior high schools studied, there were clear differences between upper and lower tracks in: (1) content and quality of instruction, (2) teacher-student…

Based on a review of current literature, this report provides information on the impact of heterogeneous grouping versus homogeneous grouping on secondary student performance. Following a definition of ability grouping and arguments for and against its employment in current educational practice, the document examines five significant factors…

Ability grouping can impact students' self-esteem and cause segregation. Suggestions for using ability grouping beneficially include reassessing grouping assignments frequently, varying instructional levels and pace, assigning groups based on demonstrated needs and abilities, grouping students for only one or two subjects, and using ability groups…

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…

An anxiety scale was administered to fifth- and eighth-grade students in West Germany immediately after and three years after placement in a high, low, or middle school track based on achievement. Findings from this investigation are related to reference group theory. (Authors/CJ)

To investigate the effect of heterogeneous and homogeneous instructional groupings used in a middle school eighth grade on selected student behaviors, 120 students were assigned to a heterogeneous group and 120 students to a homogeneous group based on several factors. The heterogeneous group was comprised of all students enrolled in the school…

With new knowledge and tools at their disposal, educators at all levels are exploring alternatives to ability grouping in order to improve schooling for all students. Bringing about positive results requires the development and utilization of knowledge about how ability grouping affects schools, exploration of beliefs that support grouping, and…