The commentator finds that Slavin's synthesis is limited by its failure to distinguish between school and classroom organization and classroom instruction as well as the lack of consideration of intervening circumstances. (SLD)

With careful design and implementation, ability grouping can be a useful educational practice. This article examines issues and explains how ability grouping can be used to raise achievement with minimal negative effects. Alternatives to ability grouping are outlined. (MT)

Applies a career framework to examine how curriculum placement and subject choice affect the pupil's experience of schooling. (JOW)

Discusses weaknesses and cultural biases of ability grouping systems and suggests methods for improving testing programs. (JF)

A plan whereby high school students can have the experience of a variety of courses of study, cutting across the usual academic boundaries. (Editor)

Author offers a philosophical basis for grouping students according to the purposes of English courses, using different approaches to best advantage. (Editor)

Author evaluates the Learning Center at Thurston Intermediate School, an experimental school in Laguna Beach, California. (MB)

The author expresses his belief that language learning opportunities should be offered to all levels of ability and discusses the development of strategies to meet the problems which the less-able child may encounter in untracked, mixed-ability language classes. (FB)

Results from a meta-analysis of findings from 52 studies of ability grouping carried out in secondary schools are reported. This meta-analysis provided precise, quantitative estimates of the size of grouping effects. (Author/PN)

Examines within class ability grouping for mathematics in six classes. One primary school sample included 145 children, ages 3 to 5. Reveals considerable overlap between standardized test scores of children in high-, middle-, and low-ability groups. Finds significant, but weak correlation between mathematics ability and mathematics self-concept.…

Agrees with Susan Allan's article in the same "Educational Leadership" issue that ability grouping research is often misinterpreted--to the disservice of students. Reviewers should distinguish among three types of programs that differ according to curricular adjustment and acceleration effects. Blanket condemnation of all three types is…

This paper contends that weaknesses of the best-evidence synthesis conducted by R. E. Slavin concluding that ability grouping in secondary school has no effects on student achievement are ignoring instructional and curricular differences; relying almost solely on standardized test scores; and relying too heavily on experimental research. (SLD)

Criticisms by M. T. Hallinan concerning Slavin's work are considered. Unambiguous indicators of instructional quality in different ability groups are difficult to obtain, and student achievement, measured by standardized tests, is an adequate indicator. Slavin's research provides no evidence of student achievement advantage from ability grouping.…

Researchers have long contended that tracking exaggerates learner differences and puts some students at a disadvantage. For the past several years, a comprehensive high school in suburban Chicago has questioned this practice and made significant changes. Students are assigned to classes on the basis of demonstrated skills rather than a quota…