IFRAME:
   http://rcm.amazon.com/e/cm?t=ericdigestsor-20&l=st1&search=ability%20g
                     rouping&mode=books&p=13&o=1&f=ifr
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                  Ability Grouping in Elementary Schools.

   Ability grouping of students is one of the oldest and most
   controversial issues in elementary and secondary schools. Hundreds of
   research studies have examined the effects of the two most common
   variants: between-class and within-class ability grouping.
   Between-class grouping refers to a school's practice of forming
   classrooms that contain students of similar ability. Within-class
   grouping refers to a teacher's practice of forming groups of students
   of similar ability within an individual class.

   This digest summarizes the conclusions of Robert E. Slavin's 1986
   comprehensive review of research on the different types of ability
   grouping in elementary schools. The purpose of his review was to
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   WHY USE ABILITY GROUPING?

   In theory, ability grouping increases student achievement by reducing
   the disparity in student ability levels, and this increases the
   likelihood that teachers can provide instruction that is neither too
   easy nor too hard for most students. The assumption is that ability
   grouping allows the teacher (1) to increase the pace and raise the
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   One of the main arguments against ability grouping is that the
   practice creates classes or groups of low achievers who are deprived
   of the example and stimulation provided by high achievers. Labeling
   students according to ability and assigning them to low-achievement
   groups may also communicate self-fulfilling low expectations. Further,
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   instruction than other groups. Slavin sees as the most compelling
   argument against ability grouping its creation of academic elites, a
   practice which goes against democratic ideals.
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   In his review, Slavin examines evidence on the achievement effects of
   five comprehensive ability grouping plans in elementary schools. His
   review draws conclusions about the effectiveness of the following
   grouping plans: ability grouped class assignment, regrouping for
   reading or mathematics, the Joplin Plan, nongraded plans, and
   within-class ability grouping.

   Ability Grouped Class Assignment. This grouping plan places students
   in one self-contained class on the basis of ability or achievement. In
   some departmentalized upper elementary grades, the class may move as a
   whole from teacher to teacher. Evidence suggests that ability grouped
   class assignment does not enhance student achievement in the
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   For example, all students from various homeroom classes of one grade
   level might be re-sorted into ability grouped classes for a period of
   reading instruction. Results indicate that regrouping for reading or
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   Within-class Ability Grouping. This plan is generally used for reading
   or mathematics. Teachers assign students within their classroom to one
   of a small number of groups based on ability level. These groups work
   on different materials at rates unique to their needs and abilities.
   Too few studies have been conducted on the use of within-class ability
   grouping in reading to support or challenge its effectiveness. Part of
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   instruction that it is difficult to conduct research that includes a
   control group not using the practice. Research on within-class ability
   grouping in mathematics clearly supports the practice, especially when
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   WHAT SHOULD SCHOOLS AND TEACHERS DO ABOUT ABILITY GROUPING?

   Slavin concludes that schools and teachers should use the methods
   proved most effective, such as within-class ability grouping in
   mathematics, nongraded plans in reading, and the Joplin Plan. The
   review recommends that schools find alternatives to the use of ability
   grouped class assignment, such as assigning students to self-contained
   classes according to general ability or performance level.

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   unsuccessful practices, Slavin recommends that the following elements
   be included in successful ability grouping plans:

   --Students should identify primarily with a heterogeneous class. They
   should be regrouped by ability only when reducing heterogeneity is
   particularly important for learning, as is the case with math or
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   --Only a small number of groups should be formed in within-class
   ability grouping. This will allow the teacher to provide adequate
   direct instruction for each group.
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   Slavin, Robert E. ABILITY GROUPING AND STUDENT ACHIEVEMENT IN
   ELEMENTARY SCHOOLS: A BEST-EVIDENCE SYNTHESIS. Baltimore, MD: Center