The Reference Desk, using available evidence and research, provides quick-turnaround responses to questions submitted by education stakeholders around the Northeast and Islands Region. Every Friday, REL-NEI highlights one or two questions submitted to its Reference Desk.
Question of the Week
What Is the Impact of Mixed-Ability Grouping?
A new school year is just around the corner, and the Reference Desk has started to receive more questions about preparing for the new academic year, including middle school design, high school transitions, and mixed-ability grouping in classes. This week’s question reviews recent research on mixed-ability grouping, sometimes called heterogeneous grouping or detracking, with a specific eye towards high school classes.
Question
What is the impact of mixed-ability grouping in school classes?
Research Synthesis
Reference Desk researchers found several articles about mixed-ability grouping. Some articles referred to this practice as heterogeneous grouping, but most used terminology such as mixed-ability grouping or detracking. Among the resources found, one stated, “[a]lthough debate over tracking continues, many schools and districts have attempted various detracking reforms… Evidence suggests that when implemented well, detracking opens new academic opportunities for students” (Rubin, 2006). Another source concluded, “While definitive solutions remain elusive, the present time is witness to exciting new prospects for balancing the aims of commonality and differentiation in grouping students for instruction” (Gamoran, 2009).
Publicly Available Resources
- Tracking and Inequality: New Directions for Research and Practice. 2009; Gamoran, A.; WCER Working Paper No. 2009-6; University of Wisconsin–Madison, Wisconsin Center for Education Research; 21 pages; ERIC Document # ED506617.
This literature review concludes that “[w]hile definitive solutions remain elusive, the present time is witness to exciting new prospects for balancing the aims of commonality and differentiation in grouping students for instruction. Recent findings lend support to two approaches that merit further experimentation in research and practice: Raising standards for low achievers in differentiated classrooms; and providing differentiated learning opportunities in mixed-ability classrooms” (p 13).
- Accelerating Mathematics Achievement Using Heterogeneous Grouping. 2006; Burris, C. C., Heubert, J. P., and Levin, H. M.; American Educational Research Journal; Vol. 43, No. 1; pp. 105–136; ERIC Document #EJ746810.
Though not about high school, this resource provides longitudinal evidence about heterogeneously grouped classes. From the ERIC abstract: “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.”
- Ability Group Effects on High School Learning Outcomes. 2000; Hallinan, M. T.; 42 pages; ERIC Document #ED467684.
From the ERIC abstract: “This report asserts that a student's assignment to a particular ability group affects the student's academic achievement. Empirical research finds that, on average, students assigned to higher ability groups attain higher test scores than those placed in lower groups, controlling for ability. Theoretical formulations indicate that these achievement differences are due to the greater learning opportunities provided to students at higher ability group levels. Based on this reasoning, the present study predicts that, regardless of ability, students will generally attain higher achievement in a higher-level group. Predictions from empirical models from a longitudinal study of high school students demonstrate that with few exceptions, students would attain higher test scores if assigned to a higher ability group than the one to which they are actually assigned. Conversely, regardless of ability, students would perform more poorly if assigned to a lower ability group. The results raise serious questions about whether U.S. high schools sufficiently challenge students to attain optimal performance.”
The Reference Desk also found this organization and the additional resource to be helpful in learning more about heterogeneously grouped classes:
- Small Schools Project: Classroom Resources: Heterogeneous Grouping
This webpage provides resources such as definitions of heterogeneous groupings and other terms, implementation tools for heterogeneous classes, and resources on differentiated instruction and inclusive classrooms.
- Tracking and Detracking: Debates, Evidence, and Best Practices for a Heterogeneous World. 2006; Rubin, B. C.; Theory into Practice; Vol. 45, No. 1; ERIC Document # EJ733833; pp. 4–14. Abstract Only.
From the abstract: “Although debate over tracking continues, many schools and districts have attempted various detracking reforms. Detracking efforts vary greatly in method and scope. Assessments of detracking are widely divergent as well, making it difficult to gauge the effectiveness of the reform. Evidence suggests that when implemented well, detracking opens new academic opportunities for students. Additionally, as difference and equity are, arguably, issues in all classrooms, detracking best practices are potentially helpful for teachers and students in tracked and detracked settings. This article provides an overview of (a) the debate over school tracking, (b) various attempts at detracking, and (c) best practices in detracked classrooms and schools, highlighting instructional practices, institutional structures, and belief changes that best support learning in heterogeneous settings.”
Download the Full Response
If this material brings up questions of your own, please submit a new request here. If you’re interested in learning more about the Reference Desk, read about us here. And finally, share thoughts, experiences, and resources of your own by clicking on the Feedback link below.
