NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ826476
Record Type: Journal
Publication Date: 2009-Feb
Pages: 26
Abstractor: As Provided
Reference Count: 52
ISBN: N/A
ISSN: ISSN-0195-6744
Ability Grouping Practices in Elementary School and African American/Hispanic Achievement
Lleras, Christy; Rangel, Claudia
American Journal of Education, v115 n2 p279-304 Feb 2009
This study examines the impact of ability grouping practices on the achievement gains among African Americans and Hispanics during elementary school. Using data from the Early Childhood Longitudinal Study, the results strongly support the differential effects hypothesis of ability grouping. That is, students who are lower grouped for reading instruction learn substantially less, and higher-grouped students learn slightly more over the first few years of school, compared to students who are in classrooms that do not practice grouping. Overall, the results of our study call into question the notion that ability grouping is a beneficial practice in the earliest years of schooling. (Contains 3 tables and 10 notes.)
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journals.uchicago.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A