Analysis of Experimental Studies in Homogeneous Grouping

The group or class method of instruction, developed by Canon La Salle in 1680,1 has been a vital agent in the popularization of education. Criticisms against it have been as legion as the attempts to modify and improve its efficiency. The increased recognition of individual differ ences has directed attention to the improvement of instruction along two distinct lines. The first line of improvement is characterized by a rever sion to individual instruction. This movement received its original impetus from the work of Frederic Burk at the San Francisco State Normal School,2 and is now represented by the Winnetka plan. The second line of improvement is based upon ability grouping. Better adaptation of methods and materials, varying rates of progress consistent with the ability of the students, reduction of failures, keener interest on the part of students, and better work have been given as arguments for ability grouping. The social and psychological factors of this problem have been discussed by Freeman.3 Forty cities of 100,000 population or over, and eighty-eight cities of 30,000 to 100,000 population reported in 1926 the use of ability group ing in the elementary grades or high school or both.4 The purpose of this paper is to summarize the experimental evidence bearing upon the efficacy of ability grouping. No claim is made that the analysis is ex haustive, yet the authors feel reasonably sure that it includes all the important studies to date. A summary of the analysis is represented in Table I. These data are discussed under the following headings :