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The Effects of within Class Grouping on Reading Achievement: A Meta-Analytic Synthesis

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The Effects of within Class Grouping on Reading Achievement: A Meta-Analytic Synthesis

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Source: Peer Reviewed
Abstract: This record digs deeper in to the different types of ability grouping and how it affects students. They focused on three main questions in doing their study and research. The three questions of focus are: “To what extent does within-class grouping impact student achievement in reading? For which grade(s) or which students is within-class grouping most or least beneficial? Do any moderators, especially those identified by previous research (measurement source, teacher development, and grouping type), help explain this effect?”  This study also looks at students in intervention that get pulled out of the regular classroom for more explicit instruction.
Findings: This review can conclude that teachers should continue to use ability grouping in reading to improve instruction. It confirms that this practice is successful.
APA Citation: Puzio, K., Colby, G., & Society for Research on Educational Effectiveness, (. (2010). The Effects of within Class Grouping on Reading Achievement: A Meta-Analytic Synthesis
https://files.eric.ed.gov/fulltext/ED514135.pdf

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Effects of school wide cluster grouping and within-class ability grouping on elementary school students' academic achievement  growth

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Effects of school wide cluster grouping and within-class ability grouping on elementary school students' academic achievement  growth

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Source: Peer Reviewed
Abstract: This article points out that there are two different types of ability grouping. They compare cluster grouping in a school wide setting verses ability grouping just within the classroom. A study was done where they tried grouping school wide one year and then grouped within the classroom the next year. Results showed that school wide grouping demonstrated more growth in math only.
Findings: These writers believe that ability grouping contributes more to the lower level students rather than the higher students.
APA Citation: Matthews, M. S., Ritchotte, J. A., & McBee, M. T. (2013). Effects of schoolwide cluster grouping and within-class ability grouping on elementary school students’ academic achievement growth. High Ability Studies, 24(2), 81-97
https://www.tandfonline.com/doi/abs/10.1080/13598139.2013.846251

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Ability grouping, tracking, and how schools work

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Ability grouping, tracking, and how schools work

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Source: Practitioner
Abstract: It is documented in this article that ability grouping is being used by elementary teachers yet again. This is a technique where teachers use differentiated instruction. Ability grouping has been condemned by some that say it is harmful to students of different races and a drawback for economically underprivileged students. There are many opinions on this issue within this practice. However, ability grouping opened new doors for students in the past and now it is being brought back. This is a new generation of students and more research has to be done to see how educators can make this great idea work again. This article list many great questions to think about and dig deeper into regarding this practice.
Findings: Found that many schools are using this and it is opening new doors for teachers and students.
APA citation: Loveless, T. (2013). Brookings: Ability grouping, tracking, and how schools work. Retrieved from https://www.brookings.edu/research/ability-grouping-tracking-and-how-schools-work/

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The social enhancement of ability differences: Teacher-student interactions in first- and second-grade reading groups.

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The social enhancement of ability differences: Teacher-student interactions in first- and second-grade reading groups.

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Source: Practitioner
Abstract: This journal looks at how ability grouping can impact students’ social interactions with others. The writers bring attention to the fact that when students are grouped at a young age teachers may label students by their maturity or attention spans. Some students tend to get labeled by their race and socioeconomic status. This should not define a students’ level without them being tested to see where they are at academically. In this journal they made observations in eight different first and second grade classrooms that used ability grouping for reading. They even observed how the teacher treated and reacted to the students in the different groups. They labeled the students blue collar and white collar. They collected data on how the students behaved, participated, if they interrupted. How they were praised or criticized by the teacher and if they teacher chatted with them.
Findings:
APA Citation: Grant, L., & Rothenberg, J. (1986). The social enhancement of ability differences: Teacher-student interactions in first- and second-grade reading groups. The Elementary School Journal, 87(1), 29-49.

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Setting the record straight on ability grouping

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Setting the record straight on ability grouping

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Source: Practitioner
Abstract: In this website’s research, put together by Paula Olszewski-Kubilius, it shows that she found that ability grouping is an intervention that raises learning achievement. Ability grouping can reach learners at all levels. It’s been confirmed through studies that high and low students who have been grouped by ability improved in math and reading considerably. Classrooms are so varied academically that this tool has solved a problem on how to reach all levels of students. They find that this design has been criticized for years due to it being compared to tracking.  However, the two are very different because ability grouping allows students to move up or down. Ability grouping is a very successful method. This article was written by a very reliable woman. She is the director at the Center for Talent Development at Northwestern University.
Findings: She found that ability grouping is an intervention that raises learning achievement.
APA Citation: Olszewski-Kubilius, P. (2013). Education Week. Setting the record straight on ability grouping. Retrieved from https://www.edweek.org/tm/articles/2013/05/20/fp_olszewski.html

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Ability Grouping is on the Rise, but Should It Be?

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Ability Grouping is on the Rise, but Should It Be?

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Source: Peer Reviewed
Abstract: This journal is written by Kristina N. Bolick, M.Ed. and Beth A. Rogowsky, Ed.D. These women point out that teachers are using ability grouping in the hopes of meeting the needs of every student, improving student learning and increasing test scores. Many teachers that are not practicing this have a negative view on the idea and think that it can harm the students. This journal inspected the outcomes on ability grouping and what it entails for the students academically, psychological and their social welfare.
Findings: This study shows that ability grouping influences students in a positive way all across the board. It fits the needs of all students at their stages in learning.
APA Citation: Bolick, K. N, & Rogowsky, B. A. (2016). Ability Grouping is on the Rise, but Should It Be?, Journal of Education and Human Development. 5(2), 40-51.
http://jehdnet.com/journals/jehd/Vol_5_No_2_June_2016/6.pdf

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Grouping students by ability regains favor in classroom

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Grouping students by ability regains favor in classroom

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Source: Popular
Abstract: This article from The New York Times website gives a lot of experience from other teachers using ability grouping. Yee hit on many valid points that come along with this way of teaching. Self esteem was discussed and how it can affect students in a positive or negative way. Yee makes an excellent point stating that without ability grouping teachers tend to focus on just the middle leveled students and not helping the high and lower students grow as much. This article will be significant in gathering information about ability grouping. It gives first hand examples of how it has been used and what the results are.
Findings: Test scores improve in all levels of students while using ability grouping. Some think that ability grouping could be a result of the No Child Left Behind law.
APA Citation: Yee, V. (2013). The New York Times: Grouping Students by Ability Regains Favor in Classroom. Retrieved from https://mobile.nytimes.com/2013/06/10/education/grouping-students-by-ability-regains-favor-with-educators.html

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Sorting kids at school: the return of ability grouping

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Sorting kids at school: the return of ability grouping

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Source: Popular
Abstract: This article refers to Mark Bowden, a famous writer; while he was in grade school he attended two different schools. At both grade schools he was placed in the low class, seeing him as a writer now that “title” does not seem to fit anymore. Sorting children can be a very touchy subject in education.  They make the point that labels given to students early in life tend to hang with them even if they are wrong.
Findings: It is found that grouping has more benefits for students that are gifted. They refer to ability grouping being done in the classroom at different centers adjusted to meet the needs of the learners. Students can move up between groups depending on how they are moving along in the subject. Researchers found that ability grouping in classes has a more positive outcome than tracking.
APA citation: Baker, C. (2013). Sorting kids at school: the return of ability grouping. Retrieved from https://www.deseretnews.com/article/865578403/Sorting-kids-at-school-the-return-of-ability-grouping.html

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Flipped Instruction with English Language Learnersat a Newcomer High School

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Flipped Instruction with English Language Learnersat a Newcomer High School

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Source: Popular
Abstract:The study occurred at a newcomer, public high school in the southwest during the 2014-2015 and 2015-2016 academic school year.

Participates: 39 ELL students  during the 2015-2016 school year

20 males

19 females

Findings: Students enrolled in both classes had low scores for both semesters. However, students enrolled in the flipped instruction class did slightly better than students with no flipped instruction.
APA Citation: Graziano, K & Hall, J. (2017). Flipped instruction with english language learners

at a newcomer high school. Journal of online learning research, 3, 175-196.
https://files.eric.ed.gov/fulltext/EJ1151092.pdf