HOW DOES GROUPING AFFECT STUDENT ACHIEVEMENT?
In his review, Slavin examines evidence on the achievement effects of five comprehensive ability grouping plans in elementary schools. His review draws conclusions about the effectiveness of the following grouping plans: ability grouped class assignment, regrouping for reading or mathematics, the Joplin Plan, nongraded plans, and within-class ability grouping. Ability Grouped Class Assignment. This grouping plan places students in one self-contained class on the basis of ability or achievement. In some departmentalized upper elementary grades, the class may move as a whole from teacher to teacher. Evidence suggests that ability grouped class assignment does not enhance student achievement in the elementary school. Regrouping for Reading and Mathematics. Under this plan, students are assigned to heterogeneous homeroom classes for most of the day, but are regrouped according to achievement level for one or more subjects. For example, all students from various homeroom classes of one grad
