Conant's "The American High School Today" (1959) conveyed his confidence in consolidation of smaller schools into comprehensive high schools. The book sparked criticism. Conant's personal papers reveal that his breezy optimism hid doubts, frustrations, and uncertainties. The contradiction in his views foreshadows the turbulent 1960s. (PB)

A meta-analysis of 52 studies of ability grouping in elementary and secondary schools indicates that, except for high ability students in honors classes, ability grouping has little significant effect on student learning outcomes, self-concept, or attitudes toward school and subject matter. (Author/RW)

The effects of social reinforcement on two motor tasks by 40 retarded adolescents with high (8.09 yr.) and low (5.45 yr.) mental ages was investigated. Social reinforcement influenced persistence but not speed of performance. The effectiveness of praise on retarded subjects' performances varies with the type of motor task used. (Author/RD)

Psychomotor ability differences in students are a result of innate motor ability, fitness, neurologic development, psychology, experience, and students' interests and goals. Models and procedures for serving students with ability differences, in the areas of ability identification, curriculum development, and instruction, are described. (CJ)

Three levels of a mathematics computation test were equated using the Rasch model. Sixth, seventh, and eighth graders were administered different levels of the test. Lack of consistency among equatings suggested that the Rasch model did not produce a satisfactory vertical equating of this computation test. (Author/RD)

Describes four core elements of the Wai'anae High School Hawaiian Studies Program (HSP): contextualization of instruction within students' backgrounds; joint productive activity between teachers, students, and community mentors; detracking of students; and teaming and looping of teachers. The HSP is a community-based, culturally contextualized…

Investigates the effects of medium of instruction and ability grouping (banding) of schools on students' learning and achievement orientation. The results showed that students studying in upper band schools (i.e., low-ability schools) used fewer strategies in learning, had lower self-efficacy, higher surface goal and lower attainment scores than…

Shares how one ninth grade teacher led her students to expand their knowledge of geography through the use of literature studies in an untracked English class. Discusses how placing emphasis on negotiating meaning with everyone participating contributed to the breaking down of barriers erected by years of ability grouping. (MG)

The questions of "untracking" and cooperative learning for the academically gifted are important, because arguments concerning this small population are often used to defeat tracking reduction or elimination efforts for other students. This article rejects ability grouping for high achievers and recommends cooperative programs involving all…

Educators are questioning the validity of ability grouping. The benefits accruing to high achievers may not offset the stigma attached to the low-achieving groups. Alternatives to ability grouping include mastery learning, cooperative learning, and computer-aided instruction. More flexible grouping can help students develop cooperation and…

Examines basic literature on the various methods of establishing reading groups. Proposes a new method using curriculum-based measurement. Suggests that this method can be potentially effective and efficient in establishing reading groups. (MG)

A third grade teacher describes her experience of dealing with a child who had reading difficulties. Close work with the student's mother and a reevaluation of how the students were assigned to reading groups lead to a striking improvement in the student's reading performance. (JD)

Reviews two studies that examined the effects of the sex of the speaker and the sex of the listener on recall from a medical audiotape. A study with undergraduates is described, as well as a study with secondary school students that had the added dimension of ability grouping based on reading comprehension. (32 references) (LRW)

Explains pros and cons of whole-group instruction and ability grouping, based on research evidence. Whole-group instruction is convenient for teaching the same skills or subject to a class, making assignments, administering tests, setting group expectations, and making announcements. Critics contend that whole-group instruction fails to meet…

Middle-level educators can meet all students' needs by grouping students for appropriate instruction, rotating teachers, encouraging student-centered teaching, setting high academic expectations, developing advisory programs and activity groups, and scheduling heterogeneous classes where appropriate. Educators should not sacrifice balance and…