The effects of ability grouping on student achievement and resource allocation in secondary schools.

Autor/inn/en	Betts, Julian R.; Shkolnik, Jamie L.
Titel	The effects of ability grouping on student achievement and resource allocation in secondary schools.
Quelle	In: Economics of education review, 19 (2000) 1, S. 1-15Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 18; Tabellen 9; Grafiken 1
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/S0272-7757(98)00044-2
Schlagwörter	Lehrer; Mathematikunterricht; Schüler; USA; Leistung; Leistungsdifferenzierung; Leistungsgruppe; Klassengröße; Lehrer; Schüler; Schülerleistung; Leistungsdifferenzierung; Leistungsgruppe; Mathematikunterricht; Leistung; USA
Abstract	A school policy of grouping students by ability has little effect on average math achievement growth. Unlike earlier research, this paper also finds little or no differential effects of grouping for high-achieving, average, or low -achieving students. One explanation is that the allocation of students and resources into classes is remarkably similar between schools that claim to group and those that claim not to group. The examination of three school inputs : class size, teacher education, and teacher experience, indicates that both types of schools tailor resources to the class ability level in similar ways, for instance by putting low-achieving students into smaller classes. (DIPF/ orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2001_(CD)