Advocates heterogeneous grouping and cites research indicating that it will be more beneficial to students than homogeneous grouping by ability. (DF)

Research does not support the popular practice of homogeneous ability grouping. Students are placed in groups through diverse and questionable methods. Teachers usually instruct lower ability groups at a low cognitive level and expect little of students in these groups; poor attitudes and achievement often result. (PP)

Based on a review of current literature, this report provides information on the impact of heterogeneous grouping versus homogeneous grouping on secondary student performance. Following a definition of ability grouping and arguments for and against its employment in current educational practice, the document examines five significant factors…

Grouping students homogeneously by ability level is a common practice in public middle and secondary schools. This practice persists despite research evidence that it actively hinders students' learning. To change grouping practices, however, concurrent changes must be made in the design of schedules, curriculum, and instruction. Such changes can…

This article discusses the value of students' perspectives on learning and learning differences, and shares the perspectives of high school students in a 7-year study. Students' responses fell into three categories: traditional definitions of learning and difference, tensions within the traditional definitions, and the belief that the world isn't…

This book examines the effects of tracking on public education, makes a case for "untracking" as a key education reform, and describes successful untracking efforts. Tracking is an educational practice that groups children of similar abilities and achievement levels together into homogeneous groups. "Untracking" is the process…