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ERIC Number: EJ1020880
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-1359-8139
Effects of Schoolwide Cluster Grouping and within-Class Ability Grouping on Elementary School Students' Academic Achievement Growth
Matthews, Michael S.; Ritchotte, Jennifer A.; McBee, Matthew T.
High Ability Studies, v24 n2 p81-97 2013
We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students' Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008-2009 within-class ability grouping was used. In 2009-2010 schoolwide cluster grouping was implemented. In 2010-2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A