Abstract
The basic assumption which nurtures the controversial practice of homogeneous ability grouping is that grouping students by some measure of ability reduces the range of learning differences, when compared with heterogeneous (random) grouping, and this narrowing of range aids the teaching and learning process. To test this assumption two cooperating high schools, one homogenously grouped and the other heterogeneously grouped, provided 120 matched pairs of Ss. The basic assumption was not upheld; heterogeneous students showed significantly greater achievement gain in 11th grade American history (q > .05), at all four levels of ability.
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