Separating students into reading and math groups based on their abilities may be
doing more harm than good, according to a recent study. Findings indicate that there are substantial opportunities for students
to move up to higher groups as they progress through school and
students can improve their group assignments by demonstrating positive
academic engagement. However, group assignments do tend to “stick” to
students over time, even after controlling for prior achievement,
learning behaviors, and other observable characteristics. Moreover,
assignment to a higher group improves students’ math and reading
achievement outcomes and improves students’ academic engagement, while
assignment to a lower group depresses both of these, making upward
mobility more difficult.
Jean, M. (2016). Can you work your way up? Ability grouping and the development of academic engagement. Doctoral dissertation, University of Chicago.
http://hdl.handle.net/11417/243
Jean, M. (2016). Can you work your way up? Ability grouping and the development of academic engagement. Doctoral dissertation, University of Chicago.
http://hdl.handle.net/11417/243
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