Examines the literature concerning the positive and negative effects of ability grouping, reporting on eighteen reading research studies. (RB)

In the past two years more individuals than ever before have sued educational systems in the United States because of testing, labeling, and placement practices in the schools. Discusses solutions to those practices as they relate to special education in general and programs for the mentally retarded in particular. (Author/JF)

Discusses how testing and tracking affect students. Argues that grouping reinforces years of discriminatory treatment in the education of black children, locking them into classroom situations in which the stigmas and hopelessness are the same or worse than in the days of separate but unequal schools. (JF)

Contends that American schools have evolved not as a part of pursuit of equality but rather to meet the needs of capitalist employers and to provide a mechanism for social control in the interests of political stability; the school system is pervaded by class inequalities which have shown little sign of diminishing over the last half-century. (RJ)

Compares achievement of eighth grade ability groups using two modern and one traditional mathematics textbooks. Concludes that learning of traditional concepts was not affected by materials; modern concepts and mathematical knowledge were learned best from modern programs. (JM)

To cope with the future, curriculum development has to pursue humane ends in a humane form. This requires much more interaction and flexibility among participants in the curriculum development process. (JH)

Reports a study to determine effects of indirect teaching and direct teaching on science achievement, critical thinking, interest in science, listening comprehension and understanding science. Involved were 24 ninth grade physical science classes. Seven conclusions are listed. (BR)

First and fifth graders in two IQ groupings reconstructed pictures which were variations on a prototypic picture. In subsequent recognition, children gave confidence ratings on the "oldness" of the pictures. Prototypes were recognized with most confidence. Younger and lower IQ children were less sure about noncases being "new".…

A study of elementary teachers' reliance on standardized test scores shows that teachers depend more heavily on observation in student assessment. (WD)

Presents the comments of six teachers concerning ability grouping, also known as "tracking." Reports that no reply on the issue supported tracking. Argues that cooperative learning, teaching teams, and the class-within-a-class are the most effective ways for helping students achieve academic success. (RS)

Although Brewer, Rees, and Argys's detracking article raises important educational and policy questions, it overlooks the issue of differentiated curricula--a primary reason for grouping students by aptitude. Educators must decide whether students, regardless of past performance, current aptitude, or vocational interests, should receive identical…

Brewer, Rees, and Argys's detracking article raises questions concerning the authors' interpretations, reported findings, and implications for policy. The effects of ability grouping are small and are substantially surpassed by the effects of many teacher-related instructional innovations. Classroom organization substantially affects student…