Alternative Uses of Ability Grouping in Secondary Schools: Can We Bring High-Quality Instruction to Low-Ability Classes?

Despite extensive criticism, ability grouping remains a widespread practice in American secondary schools. This paper considers whether ability grouping can be implemented more effectively than is typical; in particular, it explores possible instances of high-quality instruction in low-ability classes. Data from a study of eighth- and ninth-grade English classes yield two examples of schools with apparently effective instruction in low tracks. These cases are characterized by (1) high expectations by teachers, manifested by a refusal to relinquish the academic curriculum as commonly occurs in low-track classes, (2) extra exertion by teachers to foster extensive oral discourse in class, and (3) no system of assigning weak or inexperienced teachers to lower tracks.

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