The Effects of Ability Grouping on Black and Brown Students: A Meta-Analysis of 11 Primary Studies

• In Event: Tracking Inequity: Ability Grouping and Institutions

Abstract

Research suggests that practices such as tracking is linked to the widening achievement gap between Black and White students. Despite troubling evidence that ability grouping has a detrimental effect on students placed on the lower track, who are often Black and Latinx, and little to no effect on White students, this practice has persisted for over a century. A meta-analysis of eleven ability grouping studies was conducted to determine, if ability grouping influences academic achievement and if effect size is related to the covariate (year)? The analysis concluded that ability grouping does not improve student achievement and has a standardized difference in means of -0.032 with a p-value > 0.05 and the covariate (year), is not related to effect size.

Author

• Melodie K Baker, University at Buffalo - SUNY