Monday, August 27, 2018

Reading groups study

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.

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