Challenges of Heterogeneous and Homogeneous Grouping

1
Challenges of Heterogeneous and Homogeneous
Grouping

• Adam Gamoran
• UW-Madison

2
Why Do Schools Assign Students to Classes by
Ability?

• Seems logical and efficient
• Students differ in their performance levels, so
  divide students to match instruction more closely
  to their needs
• A narrower range of student performance levels
  makes it easier to organize the curriculum
• So why is this problematic?

3
Problems of Ability Grouping

• Due to circumstances outside of school,
  separating students by academic performance may
  also separate them by race and social class
• Homogenous classes lack the diversity that may
  foster rich discussions

4
Problems of Ability Grouping

• Although ability grouping is intended to provide
  equally effective instruction to all students,
  that rarely occurs
• Teachers are also tracked
• Cycle of low expectations
• Low-level classes as caricatures
• Emphasis on procedures in low-level classes,
  discussion in high-level classes

5
Ability Grouping and Unequal Instruction
Track Level
Source Applebee, Langer, Nystrand, Gamoran,
2003.
6
Ability Grouping and Unequal Instruction
Track Level
Source Applebee, Langer, Nystrand, Gamoran,
2003.
7
Achievement Gaps between High and Low Tracks
Source Applebee, Langer, Nystrand, Gamoran,
2003.
8
Problems of Ability Grouping

• Partly as a result of unequal classroom
  conditions, inequality between students assigned
  to high- and low-level classes widens over time

9
Consequences of Ability Grouping

• No effect on achievement productivity
• Increase in achievement inequality
• Supporters focus on productivity while critics
  emphasize inequality

10
Responses to the Problem

• Reduce the use of ability grouping
• Eliminate dead-end classes
• Avoid teacher tracking
• Maintain an academic curriculum with high
  expectations and meaningful incentives in all
  classes

11
Responses to the Problem

• Use mixed-ability grouping (heterogeneous
  classes)
• Help teachers prepare to teach mixed-ability
  classes
• Its too hard to do all of this.

12
Responses to the Problem

• Use mixed-ability grouping (heterogeneous
  classes)
• Help teachers prepare to teach mixed-ability
  classes
• Avoid diluting the curriculum
• Case studies Marble Canyon, Wallingford

13
Responses to the Problem

• Use mixed-ability grouping (heterogeneous
  classes)
• Help teachers prepare to teach mixed-ability
  classes
• Avoid diluting the curriculum
• Use differentiated assignments to challenge
  high-achieving students

14
Cibola High A case of successful mixed-ability
teaching

• Complex academic projects
• Varied expectations for different students
• Curriculum not bound by a rigid sequence
• Supporting conditions
• Small classes
• Extra tutoring on Saturdays
• Selection of staff and students

15
Conclusions

• Eliminate dead-end courses.
• Where ability grouping is maintained, implement
  high standards for low-achieving students.
• Where ability grouping is eliminated, see that
  standards for high-achieving students are not
  lowered.

16
Conclusions

• Provide professional development for teachers to
  help them meet the needs of all students.