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ERIC Number: EJ746810
Record Type: Journal
Publication Date: 2006
Pages: 32
Abstractor: Author
ISBN: N/A
ISSN: ISSN-0002-8312
Accelerating Mathematics Achievement Using Heterogeneous Grouping
Burris, Carol Corbett; Heubert, Jay P.; Levin, Henry M.
American Educational Research Journal, v43 n1 p105-136 Spr 2006
This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed that probability of completion of advanced math courses increased significantly and markedly in all groups, including minority students, students of low socioeconomic status, and students at all initial achievement levels. Also, the performance of initial high achievers did not differ statistically in heterogeneous classes relative to previous homogeneous grouping, and rates of participation in advanced placement calculus and test scores improved. (Contains 6 tables.)
American Educational Research Association. 1230 17th Street NW, Washington, DC 20036-3078. Tel: 202-223-9485; Fax: 202-775-1824; e-mail: subscriptions@aera.net; Web site: http://www.aera.net
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED512148