The Effects of Within-Class Ability Grouping on Academic Achievement in Early Elementary Years

@inproceedings{Nomi2009TheEO,
  title={The Effects of Within-Class Ability Grouping on Academic Achievement in Early Elementary Years},
  author={Takako Nomi},
  year={2009}
}
Abstract By incorporating two theoretical frameworks this study examines how school characteristics shape first-grade reading ability-grouping practices, and how this, in turn, affects students’ reading achievement. The author uses the data from the Early Childhood Longitudinal Study and applies the propensity-score method to examine whether first-grade ability grouping improves student achievement, whether ability grouping increases achievement inequalities, and whether its effects vary by… CONTINUE READING

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