ERIC Number: ED025811
Record Type: RIE
Publication Date: 1968
Reference Count: N/A
National Education Association, Washington, DC. Research Div.
There is a dichotomy of opinion regarding the merits and feasibility of ability grouping, and the issue is unsettled after much research and study. This research summary discusses grouping practices, the place of ability grouping in over-all school organization, schools' capacity for ability grouping, and the pros and cons of ability grouping, with emphasis on research findings on the effects of such grouping. Some 50 representative studies are summarized. The results of comparisons of different groupings' effects on achievement are inconclusive; factors other than grouping seem to account for many achievement difference. Ability grouping tends to succeed when materials, objectives, curriculum, and methods are modified. Few studies have focused on the effects of grouping on pupil attitudes, self-concepts, and other areas of development such as ability to think, development of creativity, or development of values. The majority of teachers are in favor of some form of ability grouping, despite inconclusive and sometimes misconstrued evidence. An extensive bibliography is included. (BP)
Descriptors: Ability, Ability Grouping, Ability Identification, Achievement, Educational Practices, Educational Research, Experimental Teaching, Homogeneous Grouping, Program Effectiveness, Research Utilization
National Education Association, 1201 Sixteenth Street, N.W., Washington, D.C. 20036 #434-22814 ($1.00).
Publication Type: N/A
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC. Research Div.