Abstract
This article reviews research on the effects of ability grouping on the achievement of middle school students and discusses alternatives to traditional grouping practices. 6 randomized experiments, 7 matched experiments, and 14 correlational studies compared ability grouping to heterogeneous plans over periods of from 1 semester to 5 years. Overall achievement effects were found to be essentially 0 in middle and junior high school grades (6-9). Results were close to 0 for students of all levels of prior performance-high, average, and low. Alternatives to between-class ability grouping, including co-operative learning and within-class grouping, are also discussed. Finally, fruitful areas of future research are outlined.
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