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ERIC Number: ED563620
Record Type: Non-Journal
Publication Date: 2013
Pages: 161
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-4824-6
Assessment Results and Student Achievement; a Correlation Study Regarding Ability Grouping
Slonaker, Richard V.
ProQuest LLC, Ed.D. Dissertation, Walden University
School leaders face increased pressure to identify instructional and administrative practices that increase student achievement. However, achievement gaps persist between disadvantaged and non-disadvantaged student groups. This study highlighted relationships between ability grouping and academic achievement in a suburban school district. Thorndike's social intelligence framework proffered learning as a social process and provided a theoretical framework. Research questions addressed whether ability grouping impacted academic achievement of students with special needs, English language learners, and the economically disadvantaged based upon Grade 5 Pennsylvania System of School Assessment mathematics data, Grade 5 mathematics 4Sight data, and Grade 5 enVisionMATH benchmark data. Four independent-samples t tests, 3 chi-square analyses, and 2 point-biserial correlation analyses determined statistically significant differences between student achievement and class placement and rejected 4 of 9 null hypotheses. The current study resulted in a project in the form of a white paper. The white paper included an overview of ability grouping and district assessment data, and recommended a district discussion around ability grouping and alternate grouping structures targeted at increasing student achievement. Implications for local and broader social change included potential elimination of ability grouping for mathematics instruction; reduced inequity of educational opportunities; and decreased achievement gaps between students with special needs, English language learners, and students who are economically disadvantaged compared to students not in these groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania