The Tracking and Ability Grouping Debate

Abstract

The research on tracking and ability grouping is frequently summarized in one word: inconclusive. This pronouncement is accurate in that nearly a century’s worth of study has failed to quantify the impact of tracking and ability grouping on children’s education. It doesn’t necessarily mean, however, that the gallons of ink spilled on these issues have been much ado about nothing. A non-effect in educational research is quite common. It can mean that the practice under study is truly neutral vis-a-vis a particular outcome. But it can also mean that the practice has off-setting negative and positive effects, that positive effects are produced under some conditions and negative effects under others, or that effects occur that researchers either don’t measure, because they’re measuring something else, or can’t measure, because of inadequate methods or expertise.

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