The effects of ability grouping on student achievement and resource allocation in secondary schools

Content Provider	Semantic Scholar
Author	Betts, Julian R. Shkolnik, Jamie L.
Copyright Year	2000
Abstract	Using different comparison groups than in earlier work, we find that ability tracking in math classes has little effect on growth in student math achievement. Previous articles use dummy variables to compare students from classes of high, middle and low ability to the average heterogeneously grouped student. This paper furthers the research by controlling for ability groups at each type of school and establishes that tracking schools differ little from non-tracking schools in terms of student achievement growth. The paper also shows that the allocation of students and resources among classes is remarkably similar between the two types of schools.
Starting Page	1
Ending Page	15
Page Count	15
File Format	PDF HTM / HTML
DOI	10.1016/S0272-7757(98)00044-2
Volume Number	19
Alternate Webpage(s)	http://isiarticles.com/bundles/Article/pre/pdf/12982.pdf
Alternate Webpage(s)	http://econweb.ucsd.edu/~jbetts/Pub/A23%20Betts%20Shkolnik%20EER%202000%20Ability%20Grouping.pdf
Alternate Webpage(s)	https://doi.org/10.1016/S0272-7757%2898%2900044-2
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article