The Effects of Ability Grouping of Gifted Students on Gifted and Nongifted Achievement Growth

• In Event: 64.083 - Tracking and Instructional Practices

Abstract

Teachers, administrators, and policymakers regularly need to decide on the best organization for the instruction of gifted students. Should they use heterogeneous or homogeneous instructional groups? Should grouping be done between classes or within classes? And what is the impact of within class and between class grouping of gifted students on the academic growth of gifted and non-gifted students? To examine these questions about the influence of ability grouping we estimate a series of multi-level growth curve models based on student administrative data, and surveys of school and district policies to in three states. We also examine whether these effects of ability grouping differ by socio-economic status, race/ethnicity, and English learner status.

Authors

• Daniel A. Long, University of Connecticut - Storrs

• D. Betsy Mccoach, University of Connecticut

• Rashea Hamilton, University of Connecticut/ Washington Student Achievement Council

• Del Siegle, University of Connecticut

• Elizabeth Jean Gubbins, University of Connecticut

• Carolyn M. Callahan, University of Virginia