Continues the argument against tracking and ability grouping in schools. Traces circumstances and beliefs leading to this system of handling student diversity and shows how these factors obstruct schools' efforts to achieve two highly valued goals: academic excellence and equal opportunity. Suggests alternative approaches. (MLH)

Examines the historical evolution of the "separate but equal" doctrine as it applies to education. Problems of definition as well as subtle forms of continuing segregation (such as discrimination in housing, selection of school district boundaries and "ability grouping") have prevented the attainment of equal education promised by the Brown…

In a comparison between American and Scottish education, it is shown that American high schools actually exert a stronger effect on their students' educational attainment than is commonly believed. Scottish schools had a weaker effect, but academically gifted children in Scotland achieved at a higher level than American children. (Author/IS)

Differences in attitudes toward algebra and general mathematics among ninth-grade students were measured to determine both individual personality variables and attitudes toward the learning environment. Students in the upper and lower tracks shared many personal attitudes, but differed in their views of classroom adequacy. (Authors/PP)

Research does not support the popular practice of homogeneous ability grouping. Students are placed in groups through diverse and questionable methods. Teachers usually instruct lower ability groups at a low cognitive level and expect little of students in these groups; poor attitudes and achievement often result. (PP)

The Interpersonal Relationship Assessment Technique was developed and the relationship between academic tracking and degree of cross-ethnic acceptance in integrated homeroom classes was examined. Among 2,323 Israeli junior high students, the degree of cross-ethnic acceptance was positively related to the academic status of evaluated classmates.…

Highly skilled and less skilled readers read words and numbers aloud as rapidly as possible. Less skilled readers were slower and less accurate on both tasks showing that the need to encode and process order information may be related to reading disabilities. This hypothesis was tested by using paired-associate learning. (Author/RD)

Tests and rejects the hypothesis that mixed-ability grouping enhances pupils' science achievement. Significant differences were found when 11 and 12 year olds (N=160) were compared. Mixed-ability groups using individualized methods performed at a lower level than did homogeneous ability groups. Also reports findings regarding teacher and student…

Compares the reading performance of first grade readers of low, middle, and high abilities trained in listen-read, listen-alone, or read-alone procedures. Concludes that the listen-read procedure is an effective technique for low and middle ability readers in facilitating word recognition and reading comprehension. (RS)

The effects of classroom practices on stratification of students' self-perceptions of math ability were estimated in 67 upper elementary math classes (N=1,612 students) from predominantly White, middle-class communities. Results suggest that the effects of task structure depend on the actual dispersion of ability levels in the class. (SLD)

Compares the abilities of pre-nursing and mainstream chemistry students in general chemistry courses. Finds no significant difference between the populations. Lists topics covered, representative test questions, and performance comparisons. (MVL)

Maintains that ability-group tracking focuses on two issues: (1) whether tracking is more effective in promoting student learning; and (2) whether all students benefit from tracking to the same degree. Concludes that tracking, as currently practiced, tends to be both inequitable and, at least for some students, ineffective. (CFR)

Comparison of U.S. and Chinese middle school mathematics programs found lower intensity in U.S. schools because of extensive drill, repetition of content, lack of challenging problem solving, lower expectations, and ability grouping. China utilizes challenging problem solving, no repetition, and high expectations and values. (22 references)…

Examines the literature on ability grouping and cooperative learning. Solid research evidence supports both. Ability grouping and cooperative learning should be used to address particular student needs. Selecting a variety of educational options to match the needs of each student would be the best way to serve all students. (SLD)

This article reviews the literature on cooperative learning and ability grouping for gifted students and concludes that grouping, in and of itself, does not affect achievement and that grouping decisions need to be based on educational choices according to students' individual needs. Schools are encouraged to provide both ability grouping and…