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Some studies suggest ability grouping can improve academic performance, particularly in elementary grades and for specific subjects, while other studies indicate negligible or mixed effects, especially in secondary schools and for low-ability students.
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The effect of ability grouping on academic performance has been a topic of extensive research for over a century. Ability grouping, also known as tracking, involves organizing students into groups based on their academic abilities. This practice aims to tailor instruction to the varying levels of student ability, potentially enhancing learning outcomes. However, the impact of ability grouping on academic performance remains a subject of debate.
Positive Effects of Within-Class and Cross-Grade Grouping:
Negligible or Negative Effects of Between-Class Grouping:
Impact on Different Student Groups:
Subject-Specific Effects:
Long-Term Effects and Higher Education:
Self-Esteem and Academic Self-Concept:
The research on ability grouping presents a mixed picture. While within-class and cross-grade grouping can positively impact academic performance, especially for high-ability students, between-class grouping often shows negligible or negative effects, particularly for low-ability students. The benefits of ability grouping are more pronounced in specific subjects like mathematics and reading. Overall, the practice of ability grouping needs to be carefully implemented, considering the diverse needs of students to maximize its potential benefits and minimize any adverse effects.
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