A survey of more than 2,000 secondary schools has found that basic skills in reading and math are just as good in unstreamed schools as in those using ability grouping and that exam entries in mixed-ability schools are often higher. (Author)

The effects of streamed (ability-grouped) v tracked (heterogeneously-grouped) classes on student self-esteem, academic self-concept, sociometric choice and attitude to the school environment were studied, using sixth-grade pupils in eight Sydney, Australia primary schools. Socioeconomic variations in the results are discussed. (SJL)

The effects of within-class grouping on student achievement and other outcomes were quantitatively integrated using one set of 145 effect sizes exploring grouping versus no grouping and a set of 20 effect sizes related to homogeneous versus heterogeneous ability grouping. Overall, results favored homogeneous grouping. (SLD)

This article discusses how to prepare gifted children to be well-rounded in life by teaching them life support skills, including responsibility, communication skills, and a work ethic. The benefits of vocational education and participation in sports are discussed, as are the benefits of learning with intellectual peers. (CR)

This article argues that (1) basal reading instruction (BRI) is a pervasive context within which school reading is defined; (2) the language and uses of BRI marginalize some students; and (3) children's understanding of BRI depends on how the use and meaning of basal readers marginalizes the children. (IAH)

Urges band directors to restructure school band programs as a basic part of the overall curriculum to gain a more secure position in the schools. Encourages directors to insist on manageable class sizes, to focus on individual student learning, to teach from organized and specific curricula, and to evaluate learning outcomes. (LS)

Describes the use of keyboarding instruction, without the use of computers, to improve the spelling skills of first grade students. Improvement in various ability groups is discussed, changes in student attitudes are described, and recommendations are given for teachers using the "Keyboard Success" text. (LRW)

Finds that state-level textbook adoption committee members reported four major unresolved reading issues: (1) assessment of students' reading progress; (2) whole language versus basal approaches; (3) ability grouping; and (4) use of tradebooks in place of basals. Suggests that the members may lack sufficient specific knowledge of the issues to…

A Georgia superintendent (and former teacher) angered board and community members by calling in federal authorities to help eliminate de facto segregation in two schools serving 1,200 students. At issue were a discriminatory track system and unintegrated cheerleading teams. Sidebars explain the U.S. Education Department's Office for Civil Rights…

This interview with an author who investigated "untracking" in America's schools discusses whether tracking enhances academic achievement, why tracking is harmful, how common tracking is, what elementary school tracking looks like, advantages to grouping children homogeneously for certain subjects, alternatives to tracking, cooperative learning,…

Analysis of student records at a British comprehensive school revealed trends in English as a Second Language and special needs designation among white and Asian pupils. Designation and assignment of bilingual students and a rigid system of ability grouping inhibited their progress and denied them equal educational opportunities. (SK)

Presents a position statement of the National Council for the Social Studies (NCSS). Reports that the NCSS objects to ability grouping in social studies. Argues that ability grouping disadvantages minority, handicapped, and low ability students. Suggests that ability grouping undermines the democratic ideals that should be the basis of the social…

Describes a study of high ability, highly verbal fifth-grade students that was conducted to identify students' use of learning strategies, their encoding processes, and their navigational decisions in a hypermedia lesson on propaganda techniques which contained an associative-linked structure. (Author/LRW)

For a two-year period, 32 secondary students gifted in the areas of mathematics and science participated in a curriculum which incorporated higher-level thinking skills and more real-life laboratory experiences into mutually reinforcing mathematics and science lessons. After the program, participants scored higher on mathematics and science…

Recommends institutionalizing curriculum policy initiatives for gifted learners at state and local levels that are compatible with new state standards and assessments and also consider flexibility, differentiation, and articulation in planning and implementation. Support structures such as grouping and teacher education must also be incorporated.…