The Impact of Using Ability Grouping to Teach 5th Grade Math on Standardized Test Scores PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Impact of Using Ability Grouping to Teach 5th Grade Math on Standardized Test Scores PDF full book. Access full book title The Impact of Using Ability Grouping to Teach 5th Grade Math on Standardized Test Scores by Christopher James Cammack. Download full books in PDF and EPUB format.
Author: Christopher James Cammack
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 56
Get Book Here
Book Description
Author: Christopher James Cammack
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 56
Get Book Here
Book Description
Author: Anne M. Stinnett
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 50
Get Book Here
Book Description
This study examines the effects of ability grouping on fifth grade students at 47 elementary schools in a large urban school district. Using disaggregated standardized test data that statistically measures achievement growth, this study analyzes gains among students assigned to prior achievement quintiles as compared to three grouping strategies: homogeneous, heterogeneous with special classes for advanced and special education, and heterogeneous ability groups. The findings suggest that the grouping strategies used in these schools are effective for the students at these schools. Most significant is that, on average, low achieving schools are grouping students in ways that are exhibiting positive gains among low achievers. Conversely, schools with large populations of high achievers are grouping in ways that are making gains among high achievers. Average students show similar gains among all three grouping strategies. Overall, the research and data suggest the importance of using multiple data sources, knowledge of students and school culture, as well as pedagogy to determine appropriate grouping strategies for particular schools.
Author: Judith Ireson
Publisher: SAGE
ISBN: 9780761972099
Category : Education
Languages : en
Pages : 242
Get Book Here
Book Description
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: Carol Corbett Burris
Publisher: ASCD
ISBN: 1416607757
Category : Education
Languages : en
Pages : 193
Get Book Here
Book Description
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
Get Book Here
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: Jessica Morales
Publisher:
ISBN:
Category :
Languages : en
Pages : 73
Get Book Here
Book Description
This quantitative evaluation study endeavored to determine the effectiveness of the ability-grouped math classes at ABC Elementary. The main research question for this study was "Is the current practice of ability grouping in sixth-grade math at ABC Elementary a system that promotes academic gains on standardized tests and a positive self-efficacy in math for all students?" Research in the area of ability grouping suggested that leveling students by ability could promote social inequalities and academic consequences. While other studies in this field have found that different types of grouping students may benefit them. The math class participants in this research study were 211 sixth-grade math students enrolled in ABC Elementary over the period of three years, from 2010-2013. The researcher analyzed growth on fifth and sixth-grade standardized tests for growth, and middle school math placement test scores to chart gains or losses for sixth-grade students. A self-efficacy survey was also used to determine if students were in agreement with their math class placement and whether they were developing a positive self-efficacy in math while participating in their homogeneous math class. The conclusions of this study were that majority of students at ABC Elementary were performing well in math and had developed a positive self-efficacy. However, the findings also suggested that not all students felt their current math class challenged them, and that students participating in the accelerated class were experiencing a larger percentage of academic score declines than the other math class levels.
Author: Cristil Rogers
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 28
Get Book Here
Book Description
There are many research studies that support ability grouping, oppose ability grouping, and several that are neither for nor against this strategy. Therefore the basis for my research stems from the essential question, does ability grouping improve the assessment scores of students? For this study the second grade math assessment scores of two classrooms were analyzed. One study group was exposed to between-class ability grouping while the other group was exposed to within-class ability grouping. These two strategies were the primary grouping method for math instruction in these two separate environments. The pre- and post-test assessment scores of the Place Value District Common Assessment were used as the measurement tool to compare the results for each group. Through this action research one can conclude that the effects of grouping students by ability level in both with-in class and between-class groups lends to similar results. There is no evidence from this study that suggest using any type of ability grouping has a negative effect on academic growth.
Author: Marcia Gentry
Publisher: Routledge
ISBN: 1000490092
Category : Education
Languages : en
Pages : 264
Get Book Here
Book Description
The Total School Cluster Grouping Model is a specific, research-based, total-school application of cluster grouping combined with differentiation, focused on meeting the needs of students identified as gifted while also improving teaching, learning, and achievement of all students. This revised and updated second edition of Total School Cluster Grouping and Differentiation includes rationale and research followed by specific steps for developing site-specific applications that will make the important art of differentiation possible by reducing the range of achievement levels in teachers' classrooms. Materials to support staff development—including powerful simulations, evaluation, management, special populations, differentiation strategies, social and emotional needs, and recommended materials—are included.
Author: Laney Sammons
Publisher: Teacher Created Materials
ISBN: 1642903760
Category : Mathematics
Languages : en
Pages : 378
Get Book Here
Book Description
This instructional math framework provides an environment for mathematics that fosters mathematical thinking and understanding while meeting the needs of all students. This updated math resource takes an innovative approach to mathematics instruction and uses the same teaching philosophies for guided reading. Educators will learn how to effectively utilize small-group and whole-group instruction, manipulatives, math warm-ups, and Math Workshop to engage K-12 students in connecting mathematics to their own lives. Maximize the impact of your instruction with ideas for using ongoing assessment and differentiation strategies. This 2nd edition guided math resource written by Laney Sammons provides practical guidance and sample lessons for grade level bands K-2, 3-5, 6-8, and 9-12. Promote a classroom environment of numeracy and mathematical discourse with this essential professional resource for K-12 math teachers!
Author: Kristina Lynn Davis
Publisher:
ISBN:
Category : Ability grouping in education
Languages : en
Pages : 74
Get Book Here
Book Description
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.
