THIS PAPER ON THE JOPLIN PLAN INCLUDES AN OUTLINE OF HISTORICAL MOVEMENTS LEADING TO THE JOPLIN PLAN AS IT IS KNOWN TODAY, A DESCRIPTION OF THE PLAN AS IT IS USED IN JOPLIN, A SURVEY OF VARIOUS STUDIES WHICH HAVE EMPLOYED THE PLAN, AND A DISCUSSION OF ITS ADVANTAGES AND LIMITATIONS. TYPICALLY, THE JOPLIN PLAN GROUPS MIDDLE-GRADE CHILDREN FOR…

Investigated was the effect of skill-level grouping on student achievement in mathematics in a Negro neighborhood elementary school. The investigation was conducted in the Clark County School District, Nevada, during the 1968-69 school year. The mathematics program in the control school was organized and taught in self-contained classrooms by the…

The impact of aptitude differences on learning performance is assessed. As a result of the assessment, instructional strategies are being developed to make efficient training programs for men of differing aptitude levels. Observations were that the high level group did better when left without a structured training program. The middle range was…

Defending his conclusions, the author argues that the data reviewed tell much about ability grouping. (SLD)

A teacher describes how he modified a cooperative learning approach featuring heterogeneous grouping for his elementary school class, covering setting up teams, teaching a lesson, managing the evaluation/scoring system, and the approach's pitfalls and benefits. A list of resources and suggestions are presented. (CB)

Describes a Cluster Plus plan that groups middle school students into two clusters on each grade level according to ability. This arrangement retains vertical organization into core curriculum areas (mathematics, social studies, English, and science), while allowing flexible regrouping through horizontal team teaching. (MLH)

One of the most valuable advantages of the mixed ability class is the social feeling, where pupils can learn from each other regardless of their abilities. (Author/MB)

Ability grouping, which is undemocratic and results in De Facto segregation, is attacked by the author. He cites the pros and the cons as well as references for each position. (MF)

Gives a new perspective on the teaching of college-level beginning typewriting. Use of homogeneous groupings and semi-individualized instruction allows both beginners and advanced beginners to work at their levels of competency. (JOW)

Offers two views supporting the concept of tracking and another telling how one middle school teacher works around tracking. (MG)

Research findings indicate that ability grouping does not help remedial students. Cites research studies in mathematics achievement that consistently imply that ability grouping in mathematics harms low-ability and average students. Urges schools to cease grouping students by their supposed abilities. (MLF)

This paper quotes the qualitative data from one author's recent research (Feng, 2006, 2007) in China and the other author's ongoing PhD research in India. Both studies used multi-methods of data collection in mainstream school settings. This paper discusses the relatively under-researched topic of "quiet disaffection" of pupils with…