ERIC Number: ED318744
Record Type: Non-Journal
Publication Date: 1984-Dec-1
Reference Count: N/A
An Evaluation of the Effects of Ability Grouping on the Achievement of Students in the Pitt County, North Carolina Public Schools.
Jaeger, Richard M.; Busch, John Christian
Beginning in the 1980-81 school year, the Pitt County (North Carolina) School System assigned students in kindergarten through grade 12 to subjects, teachers, and classes in accordance with a plan submitted to and approved by the United States Office for Civil Rights (OCR). This report gives results of an evaluation of the basic skills achievement effects of the assignment of students to ability groups for grades 2 through 8 in 1981-82 and 1982-83. Several assignment procedures were used, including ability grouping; all had been judged to be non-discriminatory. Achievement tests used were approved by the OCR. Each grade contained between 700 and 1,000 students. The principal analyses used data contained in 216 constructed files. Overall, ability grouping neither facilitated nor impeded the average achievement growth of students. When students were tracked longitudinally across the 2 years, ability grouping appeared to be inhibiting for students whose assignment in the second year was to a group lower than that in the first year, and it appeared to be facilitative for those assigned to a higher instructional group in the second year. Ability grouping appeared facilitative for white students and neutral for black students. Ability grouping was also most likely to be facilitative for students assigned to lowest-level instructional groups. Eight tables present study data. Forty-eight tables are appended, which present the results by race and stratum. (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: North Carolina Univ., Greensboro. Center for Educational Research and Evaluation.