The Long-Term Effects of Seventh-Grade Ability Grouping in Mathematics.

Fuligni, Andrew J.|And Others

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Peer reviewed

ERIC Number: EJ520357

Record Type: Journal

Publication Date: 1995

Pages: N/A

Abstractor: N/A

Reference Count: N/A

ISBN: N/A

ISSN: ISSN-0272-4316

The Long-Term Effects of Seventh-Grade Ability Grouping in Mathematics.

Fuligni, Andrew J.; And Others

Journal of Early Adolescence, v15 n1 p58-89 Feb 1995

Examined the long-term effects of ability-grouped mathematics classes on 1,139 seventh-graders who participated in the Michigan Study of Adolescent Life Transitions. The results revealed some negative and no positive correlates at the tenth-grade level for low-ability students placed in low-ability classrooms, compared with their peers placed in ungrouped classrooms. (MDM)

Descriptors: Ability Grouping, Academic Ability, Academic Achievement, Elementary Secondary Education, Junior High School Students, Longitudinal Studies, Mathematical Aptitude, Mathematics Instruction, Self Concept

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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