Meta-analytic Findings on Grouping Programs

  title={Meta-analytic Findings on Grouping Programs},
  author={James A. Kulik and Chen-Lin C. Kulik},
  journal={Gifted Child Quarterly},
  pages={73 - 77}
Meta-analytic reviews have focused on five distinct instructional programs that separate students by ability: multilevel dasses, cross-grade programs, within-class grouping, enriched classes for the gifted and talented, and accelerated classes. The reviews show that effects are a function of program type. Multilevel classes, which entail only minor adjustment of course content for ability groups, usually have little or no effect on student achievement. Programs that entail more substantial… 

The Effects of Grouping and Curricular Practices on Intermediate Students' Math Achievement.

Researchers are aware that grouping students by prior knowledge may result in moderate gains in intermediate grade students' mathematics achievement. Despite this research, many teachers continue to

Ability Grouping is on the Rise, but Should It Be?

Ability grouping is on the rise in American schools. Teachers engage in this classroom organizational strategy with the purpose of meeting individual learners’ needs, improving student learning, and

The effect of grouping and program type on scholastic and affective outcomes in the Mawhiba schools partnership initiative

Researchers have struggled for decades to determine whether ability grouping is helpful or harmful; however, study findings have been inconsistent. To assess the effect of grouping and program type

The Effects of Grouping Practices and Curricular Adjustments on Achievement

The purpose of this study was to examine the effects of curricular (textbook, revised, and differentiated) and grouping (whole, between, and within-class) practices on intermediate students'

An Investigation of the Effects of Total School Flexible Cluster Grouping on Identification, Achievement, and Classroom Practices

This paper presents the findings of a longitudinal, causal comparative investigation of an elementary school cluster grouping program. Both quantitative and qualitative methodologies were used.

Ability Grouping and Mathematics Education

Introduction Ability grouping in education has long been the subject of debate. The discussion is particularly relevant to middle and secondary mathematics education, as mathematics, more than any

The Effects of Clustering and Curriculum on the Development of Gifted Learners' Math Achievement

There is a paucity of empirical studies dealing with benefits of gifted programming in mathematics for elementary students. The current study reports on the impact of using cluster grouping and

High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept.

Investigation of effects of full-time ability grouping on students' academic self-concept (ASC) and mathematics achievement in the first 3 years of secondary school revealed no evidence for contrast effects of class-average achievement or assimilation effects ofclass type on students', and ASC remained stable over time.

Multi-Age Classes and High Ability Students

This article reviews research on multi-age classroom organization as an option for high ability students. Studies of both cognitive and affective factors in multi-age contexts have consistently shown

What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K–12 Students’ Academic Achievement

Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K–12 students’ academic achievement. Outcomes of 13 ability



Ability Grouping and Student Achievement in Elementary Schools: A Best-Evidence Synthesis

This article reviews research on the effects of between- and within-class ability grouping on the achievement of elementary school students. The review technique—best-evidence synthesis—combines

Effects of Ability Grouping on Secondary School Students: A Meta-analysis of Evaluation Findings

This article reports results from a meta-analysis of findings from 52 studies of ability grouping carried out in secondary schools. In the typical study the benefits from grouping were small but

Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis

This article reviews research on the effects of ability grouping on the achievement of secondary students. Six randomized experiments, 9 matched experiments, and 14 correlational studies compared

Effects of Accelerated Instruction on Students

This article presents results from a meta-analysis of findings on the effects of accelerated instruction on elementary and secondary school students. The data for the meta-analysis came from 26

Keeping Track: How Schools Structure Inequality

This provocative, carefully documented work shows how takingreflects the class and racial inequalities of American society and helps perpetuate them.

Primary, Secondary, and Meta-Analysis of Research1

M y subject is data analysis at three levels. Primary analysis is the original analysis of data in a research study. It is what one typically imagines as the application of statistical methods.

Ability grouping. Research-based decision-making series. Storrs, CT: National Research Center on the Gifted and Talented, University of Connecticut

  • 1991

Ability grouping. Research-based decision-making series

  • 1991

Effects of Ability Grouping on Student Achievement