Ability Grouping in Middle Grade Mathematics: Process and Consequences

Ability grouping, a common practice in schools, has come under sharp criticism of late. Critics argue that ability grouping does not improve academic performance and affective development as its proponents have claimed, and serves as a form of racial segregation. This paper reports the findings from a study of middle grade mathematics grouping in six urban school districts. In five of the six districts, a clear academic hierarchy was evident. Minority students were overrepresented in classes designated as low ability, suggesting that grouping practices may be resulting in segregation. Low ability students received a more limited curriculum and engaged in less favorable interactions with the teacher, as compared to their high ability counterparts. Minority students had more negative contacts with their teachers, relative to white students, especially in the less advanced groups.