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 LowMiddleHigh Discussion time (minutes/lesson).701.443.30 Envisionment (standardized) -.52-.06.80 Revision of content (0-1).53.60.73 Homework (hours/week).88.982.01 Track Level Source: Applebee, Langer, Nystrand, & Gamoran, 2003.

6. Ability Grouping and Unequal Instruction LowMiddleHighMixed Discussion time (minutes/lesson).701.443.301.42 Envisionment (standardized) -.52-.06.80-.24 Revision of content (0-1).53.60.73.47 Homework (hours/week).88.982.011.01 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. No effect on achievement productivity Increase in achievement inequality Supporters focus on productivity while critics emphasize inequality Consequences of Ability Grouping

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 “It’s 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.