Beyond Ability Grouping: A Review of the Effectiveness of Ability Grouping and Its Alternatives

Ability grouping is widely practiced in America today, yet its use rests on assumptions of doubtful validity. While some research evidence suggests that a limited use of ability grouping may enhance achievement, no evidence supports classroom ability grouping as a means to increase either achievement or self-esteem of students of any ability level. It may also have profoundly negative consequences for students placed in low ability classes. This paper discusses those negative consequences and presents some alternative grouping and instructional practices which have been proven effective in heterogeneous classrooms.