Ability Grouping Predicts Inequality, Not Achievement Gains in Philippine Schools: Findings from PISA 2018

Autor/inn/en	Trinidad, Jose Eos; King, Ronnel B.
Titel	Ability Grouping Predicts Inequality, Not Achievement Gains in Philippine Schools: Findings from PISA 2018
Quelle	In: Educational Research for Policy and Practice, 21 (2022) 2, S.305-322 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trinidad, Jose Eos)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-021-09307-8
Schlagwörter	Foreign Countries; Ability Grouping; Program Effectiveness; Academic Achievement; Equal Education; Geographic Regions; Socioeconomic Status; Institutional Characteristics; Secondary School Students; Philippines; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Homogene Gruppierung; Niveaugruppierung; Streaming; Schulleistung; Socio-economic status; Sozioökonomischer Status; Sekundarschüler; Philippinen
Abstract	Grouping students in terms of ability and aptitude is assumed to be advantageous, given that high-performing students may be stimulated more while low-performing students may be supported more. However, studies on ability grouping often provide mixed results. Additionally, although ability grouping is a common practice in the Philippines, it has not been empirically investigated with a nationally representative dataset. Drawing on the Philippine data in PISA 2018 which contained responses from 6952 students nested in 180 schools, we found that students in schools that practice ability grouping did not perform any better than those in schools that did not engage in ability grouping. More importantly, schools which practice ability grouping had greater academic inequalities among students. Similar academic inequalities were also more prevalent for urban and more advantaged schools while less prevalent for private schools. Taken together, these results suggest the need to attend to sources of inequalities among students in a school, and to reconsider assumptions for the supposed benefits of ability grouping. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01