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Continuing under pain and distress. So then, the goal of endurance training is to increase your ability to continue under higher levels of pain and distress without yielding. [dogEar ] Post-Secondary Education in Canada: Can ability Bias Explain the Earnings Gap between College and University Graduates?


Abstract: Using the Canadian General Social Survey we compute returns to post-secondary education relative to high school. Unlike previous research using Canadian data, our data set allows us to control for ability selection into higher education. We find strong evidence of positive ability selection into all levels of post-secondary education for men and weaker positive selection for women. Since the ability selection is stronger for higher levels of education, particularly for university, the difference in returns between university and college or trades education decreases slightly after accounting for ability bias. However, a puzzling large gap persists, with university-educated men still earning over 20% more than men with college or trades education. En utilisant les résultats de l'Enquête sociale générale au Canada, on calcule les rendements sur l'éducation post-secondaire par rapport à ceux sur l'éducation secondaire. Contrairement aux travaux antérieurs sur les données canadiennes, les données utilisées ici permettent de tenir compte des différentiels d'habileté. Les résultats révèlent un fort différentiel positif d’habileté pour les hommes à tous les niveaux de l'éducation post-secondaire, et un moindre différentiel pour les femmes. Puisque ce différentiel est plus fort pour les plus hauts niveaux d'éducation, particulièrement pour l'université, la différence de rendements entre universités et collèges ou écoles de métiers décroît quand on tient compte du différentiel d'habileté. Cependant un large écart résiduel demeure et laisse perplexe: les hommes avec une éducation universitaire gagnent encore plus de 20% de plus que ceux qui ont fréquenté les collèges et les écoles de


Caponi, Vincenzo and Plesca, Miana, Post-Secondary Education in Canada: Can ability Bias Explain the Earnings Gap between College and University Graduates?. Canadian Journal of Economics/Revue canadienne d'économique, Vol. 42, Issue 3, pp. 1100-1131, August / août 2009. Available at SSRN: http://ssrn.com/abstract=1429062 or doi:10.1111/j.1540-5982.2009.01540.x IFRAME: http://rcm.amazon.com/e/cm?t=ericdigestsor-20&l=st1&search=ability%20g rouping&mode=books&p=13&o=1&f=ifr


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


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


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,


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.


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


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


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


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


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.


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





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.


Slavin, Robert E. ability GROUPING AND STUDENT ACHIEVEMENT IN ELEMENTARY SCHOOLS: A BEST-EVIDENCE SYNTHESIS. Baltimore, MD: Center