ERIC Number: ED050196
Record Type: RIE
Publication Date: 1971-May
Reference Count: 0
Ability Grouping, Good for Children or Not? Consequences of Ability Grouping: Ethnic and Socio-Economic Separation of Children. NCRIEEO Tipsheet, Number 4.
Roye, Wendell J.
If the major educational objective of classifying children into restricted range classroom environments is greater provision for individual differences--and given that there is no clear-cut evidence indicating that this object has been realized--then one is compelled to entertain the conclusion that ability grouping, as presently implemented, has failed to establish its merit as a sound instructional policy. Despite its increasing popularity, there is a notable lack of empirical evidence to support the use of ability grouping as an instrumental arrangement in public schools. Data from a close examination of studies ranging from those done in the Plainfield, New Jersey school system, the court findings in the Hobson vs. Hanson case in Washington, D.C., plus data drawn from numerous earlier studies by eminent social scientists further reveal ability grouping as a questionable practice. Taken as a whole the data indicate that grouping on the basis of standardized measures of achievement or aptitude tends to systematically separate children along ethnic and socio-economic composition of classes that are formed on the basis of the ability grouping rule of organization. (Author/JM)
Descriptors: Ability Grouping, Ability Identification, Bias, Classroom Desegregation, De Facto Segregation, Ethnic Grouping, Heterogeneous Grouping, Homogeneous Grouping, Individual Differences, Individualized Instruction, Public Schools, School Desegregation, School Policy, Socioeconomic Status, Student Teacher Relationship
Publication Type: N/A
Education Level: N/A
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.
Authoring Institution: Columbia Univ., New York, NY. National Center for Research and Information on Equal Educational Opportunity.