ERIC Number: EJ1121483
Record Type: Journal
Publication Date: 2016-Dec
Pages: 51
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-6543
EISSN: N/A
What One Hundred Years of Research Says about the Effects of Ability Grouping and Acceleration on K-12 Students' Academic Achievement: Findings of Two Second-Order Meta-Analyses
Steenbergen-Hu, Saiying; Makel, Matthew C.; Olszewski-Kubilius, Paula
Review of Educational Research, v86 n4 p849-899 Dec 2016
Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K-12 students' academic achievement. Outcomes of 13 ability grouping meta-analyses showed that students benefited from within-class grouping (0.19 = g = 0.30), cross-grade subject grouping (g = 0.26), and special grouping for the gifted (g = 0.37), but did not benefit from between-class grouping (0.04 = g =0.06); the effects did not vary for high-, medium-, and low-ability students. Three acceleration meta-analyses showed that accelerated students significantly outperformed their nonaccelerated same-age peers (g = 0.70) but did not differ significantly from nonaccelerated older peers (g = 0.09). Three other meta-analyses that aggregated outcomes across specific forms of acceleration found that acceleration appeared to have a positive, moderate, and statistically significant impact on students' academic achievement (g = 0.42).
Descriptors: Ability Grouping, Academic Achievement, Statistical Analysis, Acceleration (Education), Meta Analysis, Age Differences, Academic Ability, Gifted, Educational Research, Educational Trends, Educational Benefits
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
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