Ability Grouping

1. Ability Grouping Mollie McDonald

2. What is ability grouping? • The practice of dividing students for instruction on the basis of their perceived capacities for learning.

3. Heterogeneous and Homogeneous • Heterogeneous is used to describe a group of students in a mixed-ability class. • Homogeneous is used to describe a group of students grouped by ability.

4. Types of Ability Grouping • With-in class grouping – refers to dividing students of similar ability into small groups, usually used for reading or math instruction. • Between-class grouping- The students are separated into different classes, courses or course sequences –also known as tracks-based on the students level of achievement. • The Joplin Plan – Students remain in heterogeneous classes for the day but regroup across grade levels for reading instruction.

5. More Types of Ability Grouping • Non-graded plan – Placing students in groups according to their performance rather than their age. The curriculum is divided into levels which students progress at their own rates.

6. Within-class grouping • Mostly used in the elementary grades • Frequently used for math and reading • Most positive effects are slightly greater for lower achieving students than for higher achieving students • Is especially helpful in upper elementary grade levels and in teaching math.

7. Between Class Grouping About 60% of elementary schools practice some form of between – class ability grouping and two-thirds of high schools are moderately tracked. • Can be useful in particular subjects like math and reading. • Benefits are only seen if the children are only put into the groups for no more than two subjects. • Only proven to be useful in the elementary level, not high school. • Students who spend most of the day “tracked” into achievement level courses, that used the same curriculum, do not benefit at any level. • Students in the “higher” level track, with curricula adjusted to their ability levels, do yield positive effects. • No difference for “lower” track students.

8. Joplin Plan • There is strong evidence that the Joplin plan can increase reading achievement. • An example would be a reading group with high achieving fourth graders, average achieving fifth graders and low achieving sixth graders.

9. Non-Graded Plan • Students progress at own rate • Studies conducted in regular schools support the use of non-graded plans.

10. Robert E. Slavin In 1987 he did a comprehensive review on different types of ability grouping. He made several suggestions, based on his research, in order for students to benefit from ability grouping.

11. Slavin’s recommendations • Students should identify primarily with a heterogeneous class and should only be grouped by ability when the level at which the student is learning is particularly important, such as in reading and math. • Grouping plans should be evaluated on the specific skill, not general IQ or overall achievement level. • Plans should allow for frequent reassessment of students placement and for easy reassignment of placement. • Only a small number of groups should be formed within class so that the teacher can provide direct instruction.

12. Tracking is believed to be harmful because: • The criteria used to grade the children are often based of subjective perceptions and narrow views of intelligence. • Tracking leads students to take on labels- both in their minds as well as those of their teachers and other students. We end up confusing students pace of learning with their capacity to learn. • We create different expectations of students based on their “level” of tracking. • Once student is grouped they generally stay at that level for entire educational careers.

13. Talcott Parsons • Was a sociologist in the 1960’s • Concluded that the college selection process begins in elementary school

14. Other problems with ability grouping are: • The instruction in low-track courses are often more fragmented, offering small bits of information that needs to be learned rather than learning a topic in depth. • More off task behavior occurs in low-ability classes. Teachers spend more time on discipline. Students in low ability spend less time on homework. • Low income and minority students are disproportionately represented in lower ability tracks, thus widening the gap between whites and the minorities. • “Fast” learners usually get the advantages of fieldtrips and more hands on learning.

15. Jeannie Oakes • Wrote Keeping Track. • Believed in de-tracking schools • She stated that, “No sorting system is consistent with equality of opportunity. Worse yet, the tracking system is not based on individual ability. It is badly biased in favor of white middle-class America. We must face the reality that poor children, often children of color, come to school far from being ready to learn. And the school, whose job it is to educate all our children, does little to help.”

16. De-tracking efforts: • Involves the move from homogenous to heterogeneous. • Teachers can use integrated or theme based curricula. • Other ideas include: cooperative learning groups, team teaching, peer tutoring or cross-grade tutoring and using more active, hands – on and contextualized learning. • There is little research done on de-tracking because so few schools are de-tracked.

17. Other Alternatives include: • Teachers can pre-teach groups of kids that need more help grasping a certain skill, this should be done before the topic is introduced to the rest of the class. • Some schools offer double periods for particular subjects. This is offered so that kids can review a topic multiple times if they need help retaining the information.

18. Parents and teachers are concerned that heterogeneous classes might depress the achievement of high performing students. Low performing students will be left in the dust. Also their confidence in their academic achievement will decrease if they must compete with higher level learners. Schools are beginning to have “choice based” enrollment policies where students can choose which track to follow. However, most poor and minority students do not choose this option. This is due to institutional barriers, feelings of inadequacy and determination to not leave their “safe” space. Concerns and possible solutions to de-tracking schools

19. What Do You Think?

20. Bibliography • Sadker,Sadker and Zittleman.Teachers,Schools and Society. New York:McGraw Hill,2008. • Http://www.educationworld.com/a_admin/admin/admin009.shtml.3/19/2007. • Westchester Institute For Human Services Research. Ability Grouping. White Plains, NY.Vol6, Number 2, July 2002. • Http://www.ericdigest.org/pre-927/grouping.htm.3/19/2007 • Http://teacher.scholastic.com/professional/classmgmt/abilitygroup.htm. 3/19/2007/