Key points are not available for this paper at this time.
This paper attempts to uncover the mechanisms through which stratification in schools differentiates student achievement. Two types of mechanisms are considered: (1) technical conditions of differentially allocated instruction, and (2) institutional processes operating through symbolically defined categories. Using data from twelve first-grade classrooms, I isolated the instructional effects and found that they are both large and stable. Institutional processes account at most for a small grouping effect, which occurs early in the year but fades as the year progresses.
Adam Gamoran (1986) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: