Skip to Content

Research Spotlight on Academic Ability Grouping


NEA Reviews of the Research on Best Practices in Education



Ability grouping, also known as tracking, is the practice of grouping children together according to their talents in the classroom. At the elementary school level, the divisions sound harmless enough - kids are divided into the Bluebirds and Redbirds. But in secondary schools, the stratification becomes more obvious as students assume their places in the tracking system. In many instances, these students are given labels that stay with them as they move from grade to grade. For those on the lower tracks, a steady diet of lower expectations leads to a low level of motivation toward school. Consequently, in high school, the groups formerly known as the Bluebirds and Redbirds have evolved into tracks: College Preparatory and Vocational.


The educational practice of ability grouping emerged around the turn of the 20th century as a way to prepare students for their "appropriate" place in the workforce (Cooper, 1996). Students with high abilities and skills were given intense, rigorous academic training while students with lower abilities were given a vocational education.

The two most common forms of ability grouping are:

  • Within-class grouping - a teacher's practice of putting students of similar ability into small groups usually for reading or math instruction

  • Between-class grouping -  a school's practice of separating students into different classes, courses, or course sequences (curricular tracks) based on their academic achievement

Proponents of ability grouping say that the practice allows teachers to tailor the pace and content of instruction much better to students' needs and, thus, improve student achievement. For example, teachers can provide needed repetition and reinforcement for low-achieving students and an advanced level of instruction to high achievers.

Opponents, however, contend that ability grouping not only fails to benefit any student, but it also channels poor and minority students to low tracks where they receive a lower quality of instruction than other groups. This, they claim, contributes to a widening of the achievement gaps. The National Education Association supports the elimination of such groupings. NEA believes that the use of discriminatory academic tracking based on economic status, ethnicity, race, or gender must be eliminated in all public school settings (NEA Resolutions B-16, 1998, 2005)

Related Links

COMMENTS:

1 - 10 out of 10 Comments |Add your comment

M Tester | 2011/11/18

As a future teacher, I can see the benefits of both. To me, ability grouping makes it easier for the teacher to see progress. I don't think that children should be "stuck" in the same group the whole time they are in school. If appropriate steps are taken, students have ample opportunity to improve and move up. Not all students learn at the same speed or at the same level. A teacher's job is to meet the needs of ALL children and if ability grouping helps the teacher meet those needs, I am all for it.

Jess M | 2011/11/11

Why is it assumed that a lower level grouping would have a lower quality of instruction or lower expectations? (appropriate expectations is a more accurate description of how it should be). Why is it fair to discriminate against kids who are able to learn at a faster pace or more easily by forcing them to stay put all because of their age? (no I don't think our 1/2 time GT program, 1 hr. a week with a GT teacher really addresses the problem). Why is it suddenly discrimination based on economic status, race, ethnicity, and gender if we are grouping on ability? What a poorly researched and written article. It's not really worth arguing everything that could be argued, and I'm really disappointed in NEA.

Laura Collins | 2011/09/02

I cannot believe that children benefit from 'waiting' around in class when ready to move on and receive MORE instruction/challenge---- while the teacher must instead engage and assist students who: a.) are intentionally not applying themselves(discipline problems) b.) are slower performers...not necessarily less bright but need time to work and will stress out if rushed and shut down c.)are learning disabled and who require preferential seating, assistance/one-on-one d.)teach to the middle and spend less time focusing on lower and higher students The solution to most of these types of problems would be solved if only leaders, school boards, administrators would admit that class size matters. When you have 15 in a class students learn more and get more individually attention, something every student NEEDS. It provides time for the teacher and students to develop positive relationships based on a desire to work together because all parties feel they are progressing and are challenged. Teacher has more time and energy to plan more in depth lessons. It is all about MONEY. Kids and John Q. Public do not rate in the business world. Schools are full of politics and the people who make the decisions are not in the classroom. Teachers should be in charge of recommending student placement into classrooms --not the office personnel. Teachers should be selecting textbooks, not committees at the state level who have not set foot in a classroom in over a decade; teachers should decide how many days/periods a week they need to see their students; teachers should be the ones who make the suggestions for professional development based upon the need felt by teachers, not what the latest 'research expert' is peddling for sale. I have often wished to be able to try ability grouping just to see how it would work. Students do not have to be 'labeled' by being assigned the same work, but doing it with a partner or group which learn at the same pace and with the same basic interest/teaching level.

A Jones | 2011/08/30

My son is now in 5th grade. He is new to the school and he was placed in the lowest track. After always being in the high groups, he was very dissappointed to find out that he is in the lowest group. When I discussed this with his homeroom teacher, she assured me that all 5th graders get the same work and to not be concerned. They will get all kids to the same place. I was concerned because I saw spelling words like: will. This was for a 5th grader. When I asked about him being placed in a higher group, they said he was appropriately placed because of test scores. This group is not being challenged. They have low expectations of the group and I believe it makes for an easier job for them.

Maude | 2011/04/18

?

D Finch | 2011/03/13

As a teacher, curriculum specialist and school administrator with years of experience, I can say with all certainty that FLUID tracking is highly effective and dramatically improves educational outcomes for virtually all students. The problem comes when students are tracked and forgotten. Regularperformance based [Explicit] and re grouping eliminates the problem of stagnation and makes tracking a very powerful and effective tool for improving student learning.

Cathy | 2011/02/15

I have four children and I believe that grouping has served them all very well. I think eliminating grouping and teaching to the average level in the classroom does not benefit all students. It is the worst possible solution. It does not provide the lower students with the attention they need to catch up and it does not provide the upper students with appropriate challenges to meet their needs. Groupings are not done in a discriminatory manner - simply by ability. The political correctness of everything is bringing down the American educational system.

T. Adams | 2010/11/22

I have four kids and all have experienced the differing ranges of ability grouping. Although the school system denies this practice in their schools, most teachers I have spoken with acknowledge this taking place. My two children placed in the higher ability classes have performed well. However my other two have consistently fallen behind in their performance. Talking to the powers that be has only resulted in me not being able to substitute teach in the school system ( can you say black-listed). The research I have read consistently reaffirms the idea that the smart get smarter and the dumb get dumber. And as a parent I feel I have nowhere to turn.

Scott Nevison | 2010/11/08

Most of the latest research indicates that tracking has far more positive aspects than previously suggested. Your links are very biased in opposition to tracking.

Mary May Young | 2010/11/06

I appreciated your article on tracking. It was very informative and engaging. I plan to use some of the sources cited for more information on education.

Add Your Comment

Please type this text in the box below:

RATE THIS ARTICLE

Average User Rating (0 users)

3 stars
of 5.

Your Rating

Advertisement

Advertisement