The Effects of Ability Grouping on the Ethnic Achievement Gap in Israeli Elementary Schools

Abstract

This study examined the achievement levels in arithmetic and verbal proficiency of over 2,000 grade 6 students in 24 Israeli elementary schools. The analysis employed a hierarchical linear regression model to estimate the size of the achievement gap between Sephardi and Ashkenazi students, and overall levels of achievement, after adjusting for measurement error and for students' family background characteristics and prior achievement. The study found large, statistically significant differences between schools in their ethnic achievement gaps, and in their intake-adjusted levels of achievement. The analysis also examined whether variation between schools in these outcomes was associated with various school-level factors. Schools with higher levels of between-classroom segregation had larger ethnic achievement gaps, but did not have higher intake-adjusted levels of achievement. There were no statistically significant sector effects or contextual effects. The findings suggest that the consequences of selection may be a zero-sum game: policies that reduce between-class segregation may not have an effect on overall levels of performance but may reduce social class and ethnic inequalities.