ERIC Number: ED318125
Record Type: RIE
Publication Date: 1989
Reference Count: N/A
Instructional Organization and Educational Equity.
Research on school effects has shown that differences within schools have more influence on educational outcomes than do differences between schools. This chapter explores the implications for educational equity of ability grouping. Concerns about equity are organized by placing them in the context of the meaning of educational equity that implies equality of results across population subgroups, and equality of access with respect to the population as a whole. Research on the effects of grouping and tracking reveals that ability grouping in particular seems to affect equity. At the elementary school level, it leads to greater inequality of results, but may occur in concert with higher achievement at all ranks. In secondary schools ability grouping seems to have the most severe consequences for inequality. Future research might evaluate the likelihood of effective instruction in low-track classes along with the prospects for maintaining high achievement for the strongest students with the use of cooperative learning in heterogeneous classes. (73 references) (MLF)
Descriptors: Ability Grouping, Access to Education, College Bound Students, Cooperative Learning, Educational Objectives, Elementary Secondary Education, Equal Education, Individualized Instruction, Instructional Effectiveness, Instructional Improvement, Instructional Program Divisions, Low Achievement, Outcomes of Education, Track System (Education), Values
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Effective Secondary Schools, Madison, WI.