Why Ability Grouping Must End: Achieving Excellence and Equity in American Education.

Abstract

This review of research focuses on policies and practices that result in placing students in groups that are more or less homogeneous with respect to academic performance. Recent analysis of data from the National Education Longitudinal Study of 1988 provides the largest and best-controlled multi-year study of ability grouping ever conducted (Braddock and Slavin). The outcomes of scores of studies have been similar, and these outcomes are discussed in the following categories: (1) opportunities to learn; (2) ability grouping and achievement; (3) ability grouping and segregation; (4) ability grouping and intergroup relations; (5) ability grouping, self-esteem, and feelings of inferiority; (6) ability grouping, delinquency, and dropouts; and (7) alternatives to ability grouping. Ability grouping must end because it is ineffective, harmful to many students, and damaging to interracial relations and democratic society. Effective and practical alternatives exist. Public schools must provide more equitable access to learning opportunities that develop reasoning, inference, and critical thinking skills. Major school restructuring will be necessary to develop the needed alternatives. A 71-item list of references is included. (SLD) ******w**************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Why Ability Grouping Must End: Achieving Excellence and Equity in American Education U.S. DEPARTMENT OF EDUCATION ()Moe of Educational Research and improvement EDUCATIONAL RESOURCES ) INFORMATION CENTEER ffhis document has been reproduced as ecelved from the person or organization originating d 0 Minor changes have been made to improve reproduction quality Points of view or Opinions stated in this document do not nCessanly represent official OERI position or policy Jomills Henry Braddock, II Robert E. Slavin PERM.SS'ON 0 REPRODUCE MA1EP3AL HAS 6' 1. OfitesAtiv Luokivc! 01c4duGAN4 aytt 54klink5 ECuCAT,0,I4L RESOUE-,TP-: NFORMAv'eN CEN,Ecr FR.C. Center for Research on Effective Schooling for Disadvantaged Students Johns Hopkins University

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