“Yes, the research shows a very low effect from ability grouping (d=0.30) – which means it does not matter whether you do or do not group/stream. But the equity issues are damning; and if the grouping is NOT regularly revised then it can set many students into a situation that they cannot get out of even if they wanted. For example, in some subject’s students in retain streams are not exposed to teaching some subjects and this condemns these students to lower streams. This is particularly detrimental for minority students who typically start in lower streams!” (John Hattie, personal communication, December 10, 2016).
Articles in this section
- What are the impacts of acceleration on student learning?
- Does acceleration work?
- Do streaming (mixed ability versus similar ability grouping) and retention both have undesirable impacts on students?
- Is it better to have mixed ability classes or to ‘stream’ children for some subjects, whilst ensuring that teachers do still look at the needs of their individual students?
- Do ability-based streaming groups benefit students' learning?
- No doubt if class sizes were reduced but everything else was held constant, the effect size would be minimal. But, wouldn't smaller class sizes allow for more time and effort to be spent on the things that do make a difference?
- What are your thoughts about research that suggests that class size does not matter?
- Is there a number of disabled students (as a percent), who when added to a classroom, will negatively impact the overall achievement of the classroom as a whole?
- Is there any recent research that show any benefits to combination classrooms (two different grade levels and two sets of standards)?