Effects of Cluster Grouping on Gifted and Nonidentified Elementary School Students’ Academic Achievement Growth

• In Event: Roundtable Session 66
  In Roundtable Session: Practices in Measurement and Documentation Related to Achievement and Gifted Education

Abstract

This study examined the effects of a single year of total school cluster grouping versus within-class ability grouping on the academic achievement growth of gifted and non-identified elementary school students. Scores from 114 non-identified and 53 gifted students' Northwest Evaluation Association Measure of Academic Progress (Reading and Math) scores were examined over the course of three school years. Results suggest that total school cluster grouping influenced math performance in the year following its implementation, but only in mathematics and not in the area of reading; this suggests that further research is needed to establish the conditions under which cluster grouping is most effective.

Authors

• Jennifer Ritchotte, University of North Carolina - Charlotte

• Michael S. Matthews, University of North Carolina - Charlotte

• Matthew McBee, East Tennessee State University

• Yi Pan, University of North Carolina - Chapel Hill