does ability grouping improve student achievement?

Introduction

The impact of ability grouping on student achievement has been a topic of extensive research and debate. Ability grouping, also known as tracking, involves organizing students into groups based on their academic abilities. This synthesis examines the effects of ability grouping on student achievement across various educational levels and subjects, drawing on multiple research studies.

Key Insights

Overall Effectiveness of Ability Grouping:
- Ability grouping generally shows negligible overall effects on student achievement, with benefits for high-achieving students often offset by negative impacts on low-achieving students .
Within-Class Ability Grouping:
- Within-class ability grouping, particularly in subjects like mathematics and reading, can be instructionally effective and beneficial for student achievement .
Cross-Grade Subject Grouping:
- Cross-grade subject grouping, such as the Joplin Plan for reading, has been found to significantly improve student achievement .
Between-Class Ability Grouping:
- Between-class ability grouping generally does not benefit students and shows minimal impact on academic achievement .
Impact on Different Ability Levels:
- High-ability students tend to benefit from ability grouping, while low-ability students often experience negative effects, leading to increased achievement inequalities .
School Context and Characteristics:
- The effectiveness of ability grouping can vary based on school characteristics. In low-performing, high-minority, and low socioeconomic status schools, ability grouping tends to have no or negative effects, particularly for low-ability students. Conversely, in more advantaged school contexts, ability grouping may improve achievement for all students.
Student Attitudes:
- Students in ability-grouped classes often develop more positive attitudes toward the subjects they are studying compared to those in heterogeneous classes.

Conclusion

The research indicates that ability grouping has mixed effects on student achievement. While within-class and cross-grade subject grouping can be beneficial, especially in specific subjects like mathematics and reading, between-class grouping generally shows minimal impact. High-ability students may benefit from ability grouping, but this often comes at the expense of low-ability students, leading to increased achievement inequalities. The effectiveness of ability grouping also depends on the school context, with more positive outcomes observed in advantaged school settings. Overall, the practice of ability grouping requires careful consideration of its potential benefits and drawbacks, particularly concerning equity and inclusivity in education.

Does ability grouping improve student achievement?

Summary

Consensus Meter

Introduction

Key Insights

Conclusion

Sources and full results

Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis

Ability grouping for selected subjects, such as reading, can increase student achievement in elementary schools, with maximum effectiveness when done for one or two subjects, with frequent reassessment and varied instruction.

What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement

Ability grouping and acceleration positively impact K-12 students' academic achievement, with within-class grouping and cross-grade subject grouping showing the most significant effects.

Middle School Ability Grouping and Student Achievement in Science and Mathematics

Middle school ability grouping shows negligible overall gains in student achievement in mathematics and science, benefiting advanced students but harming slower students.

Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis

Ability grouping in secondary schools has essentially zero overall achievement effects, with exceptions in social studies, where it shows a trend favoring heterogeneous placement.

The Effects of Within-Class Ability Grouping on Academic Achievement in Early Elementary Years

First-grade ability grouping can improve student achievement in schools with favorable characteristics, but may negatively impact low-ability students in public, low-performing, low socioeconomic status, and high-minority schools.

Key difficulties in identifying the effects of ability grouping on student achievement

Ability grouping and tracking may not have the strong impact previously believed on student achievement inequality, and further research is needed to determine its differential effects on high-achieving and low-achieving students.

Ability Grouping Practices in Elementary School and African American/Hispanic Achievement

Ability grouping practices in elementary school may have differential effects on African American and Hispanic students' achievement gains, questioning the notion that it is beneficial in the early years of schooling.

Effects of Ability Grouping on Secondary School Students: A Meta-analysis of Evaluation Findings

Ability grouping in secondary schools can lead to small but significant improvements in achievement and positive attitudes towards subjects.

Ability Grouping’s Effects on Grades and the Attainment of Higher Education

Ability grouping has small positive and negative effects on grades, but its effects on gaps are inconsistent and point in different directions.

How should we measure the effect of ability grouping on student performance

Ability grouping in secondary schools shows little difference in student performance and resource allocation between formally and informally grouping students by ability.

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