The Effects of Classroom Ability Grouping on Eighth-grade Student Achievement in Mathematics PDF Download
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Author: Wendell Arthur Meeks
Publisher:
ISBN:
Category :
Languages : en
Pages : 166
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Author: Wendell Arthur Meeks
Publisher:
ISBN:
Category :
Languages : en
Pages : 166
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Author: Judith Ireson
Publisher: SAGE
ISBN: 9780761972099
Category : Education
Languages : en
Pages : 242
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Ability Grouping in Education provides an overview of ability grouping in education. The authors consider selective schooling and ability grouping within schools, such as streaming, banding setting and within-class grouping.
Author: Kristina Lynn Davis
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 74
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In this investigation the students in fifth through eighth grades were placed in math classes based on their ability (homogenous grouping). MAP math test scores and teacher input were used to group the students by their ability. This treatment was implemented to see if there was a change in student achievement and to see if there were any student attitude changes about math. The post-treatment results indicated that students MAP test scores varied greatly for each individual but 82% of students increased their scores from the pre to post-treatment. The results indicated that the percent increase in MAP test scores were the highest during the pretreatment. The above grade level students had a 6.5% increase, at grade level had a 5.5% increase, and the below grade level had a 6.8% increase in their MAP test scores. During the post-treatment the group of students that were most affected by the ability grouping were the above grade level students. They had a 4.2% increase in their MAP test scores during the treatment year. The students that were at grade level had a 2.3% increase in their MAP test scores. The students that were negatively affected by the ability grouping were the below grade level students. They increased their scores by .3% in the treatment year. AIMSweb Concepts and Applications increased following the treatment from 8.1% to a 16% increase in the test scores. AIMSweb Computation scores decreased in overall percent gains from a 17.7% to an 11.1% following the treatment. Students' attitudes about math were more positive after the treatment but the students said that there was little benefit to their science class when they were in ability groped math class.
Author: Jeongmi Kim
Publisher:
ISBN:
Category :
Languages : en
Pages : 326
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Author: Carol Corbett Burris
Publisher: ASCD
ISBN: 1416607757
Category : Education
Languages : en
Pages : 193
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Proven strategies for launching, sustaining, and monitoring a reform that will offer all students access to the best curriculum, raise achievement across the board, and close the achievement gap.
Author: Jeannie Oakes
Publisher: Yale University Press
ISBN: 9780300174069
Category : Education
Languages : en
Pages : 356
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Book Description
Selected by the American School Board Journal as a “Must Read” book when it was first published and named one of 60 “Books of the Century” by the University of South Carolina Museum of Education for its influence on American education, this provocative, carefully documented work shows how tracking—the system of grouping students for instruction on the basis of ability—reflects the class and racial inequalities of American society and helps to perpetuate them. For this new edition, Jeannie Oakes has added a new Preface and a new final chapter in which she discusses the “tracking wars” of the last twenty years, wars in which Keeping Track has played a central role. From reviews of the first edition:“Should be read by anyone who wishes to improve schools.”—M. Donald Thomas, American School Board Journal“[This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.”—Tom Loveless in The Tracking Wars“Should be read by teachers, administrators, school board members, and parents.”—Georgia Lewis, Childhood Education“Valuable. . . . No one interested in the topic can afford not to attend to it.”—Kenneth A. Strike, Teachers College Record
Author: Patrick T. Walsh
Publisher:
ISBN:
Category :
Languages : en
Pages : 118
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Book Description
Traditionally, students are scheduled to take Algebra I in their first year of high school mathematics in New York State. However, in many schools, the "top" students in a cohort have access to this course in eighth grade, tracking these high-achieving students ahead of their lower-achieving peers. In response, some schools have adopted the policy of "Algebra for all" in eighth grade0́3called universal acceleration. A perceived benefit to the policy of universal acceleration is ensuring equal access to a challenging curriculum for all students, regardless of race, socioeconomic status, or prior achievement- mitigating one of the perceived limitations of ability tracking. A drawback of an "acceleration for all" policy is that weaker students may not be developmentally ready to take Algebra in 8th grade, while at the same time, stronger students' progress might be hindered. The purpose of this descriptive, quantitative study is to investigate how the implementation of acceleration for all has impacted the timing of when students take the Integrated Algebra Regents in one school district, the district's achievement on the Integrated Algebra Regents and whether the policy affects subgroups of students differentially. The results from the study will be significant to school leaders, as districts may wish to consider these policy changes to enhance learning opportunities for all students.
Author: Mathias Aden Hoagland
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 180
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Author: Anne Marie Hornyak
Publisher:
ISBN:
Category :
Languages : en
Pages : 340
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Author: Robert E. Slavin
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 126
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