Reviews previous literature to investigate why the achievement gap continues despite desegregation efforts.
Why Racial Integration and Other Policies Since Brown v. Board of Education Have Only Partially Succeeded at Narrowing the Achievement Gap
An Organizational Perspective on the Origins of Instructional Segregation: School Composition and Use of Within-Class Ability Grouping in American Kindergartens
Investigate the degree to which racial and ethnic composition of schools is associated with use of ability grouping practices as early as kindergarten.
Teacher Credentials and Student Achievement in High School. A Cross-Subject Analysis with Student Fixed Effects
Examining the relationship between teacher credentials and student achievement in high schools, especially in the core courses taken early in a student’s high school career.
International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools
Review what research from other developed countries says regarding: ability grouping and achievement, achievement gap, etc.
Explores the normative and political difficulties experienced by racially diverse schools that are implementing detracking reform.
Examines the impact of ability grouping practices on the achievement gains among African Americans and Hispanics during elementary school.
Estimate the effect of the socioeconomic mix of the schools on students’ test scores.
Does Educational Tracking Affect Performance and Inequality? Differences-in-Differences Evidence Across Countries
Estimate the tracking effects in the differences in outcomes between primary and secondary school across tracked and non-tracked systems in the world.
The Effects of Group Composition on Achievement, Interaction, and Learning Efficiency During Computer-Based Cooperative Instruction
Effects of cooperative group composition, student ability, and learning accountability on achievement, interaction, and instructional efficiency.
Migration Background, Minority-Group Membership and Academic Achievement: Research Evidence from Social, Educational, and Developmental Psychology
Explores the impact on achievement of grouping students both within and between classrooms and schools based on their ability.
Empirically examine several family-and school-based explanations for black-white and Latino-white test score differences over the past 20 years.
Examine patterns in and evaluate the severity of within-school segregation across ethnic groups, grades, boroughs, and years.
Addressing Institutional Inequities in Education: The Case of Advanced Placement Courses in California
Evaluate equality of opportunities that students of different races/ethnicities/social classes & communities have to participate in AP courses in CA.
Explores teachers’ attitudes and perceptions about tracking in three NY State public schools.
Discusses math acceleration and heterogeneous grouping. Summarizes study of a middle school program that eliminated math tracking.
Benefits of de-tracking in U. S. high schools.
Studies the connection between student achievement in reading & the Black-White achievement gap, emphasizing different instructional strategies.
Tracking in Japan, Germany and the US.
Trying to test if tracking produces systematic differences in provision of students.
Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students' Science Assessment Performance
Analyze the group processes intensely in order to understand the impact of group composition on group functioning & the scores of high-ability student
Tell Me With Whom You're Learning and I'll Tell You How Much You've Learned: Mixed-Ability Versus Same-Ability Grouping in Mathematics
The effects of teaching mathematics in a mixed-ability setting on student’s achievements and teachers’ attitudes.
What have we actually learned about tracking and ability grouping?
Investigated the effects of group ability composition on group processes and outcomes in science performance assessments.
Explores how conceptions of intelligence intervene in efforts to detrack schools.
To what extent are high school seniors’ instructional experiences affected by their social backgrounds and by the schools they attend?
Examines variation in the quality and effects of instructional discourse across ability groups.
What is the importance of school characteristics in the determination of track placement?
All Children Can Learn- The Unmet Promise: A Study of Ability Grouping and Tracking in North Carolina Schools
Analyzes instructional grouping practices in NC.
Examined how grouping practices can create within-school segregation that discriminates against Black and Latino students.
Examines the antecedents of academic tracking and ability grouping in America and reviews the justification for these concepts in public schools.
Alternative Uses of Ability Grouping in Secondary Schools: Can We Bring High-Quality Instruction to Low-Ability Classes?
Explores possible instances of high-quality instruction in low-ability classes.
The structure of tracking systems and the process of assigning students to tracks for instruction at a critical point in schooling, the middle school.
Effects of middle school ability grouping on cognitive achievements in mathematics and science.
Determine how much effect the social composition of a neighborhood or school has on children’s life chances.
Investigate the effects of ability grouping and sex differences on the mathematics achievement of elementary school students.
Studies the effects of classroom climate, instructional organization, and classroom racial composition on cross-race friendliness
What is the evidence about the achievement effects of ability grouping? What are the alternatives?
Some types of instructional grouping that contribute to more positive academic and affective outcomes for students.
Cross-Group Contact Opportunities: Impact on Interpersonal Relationships in Desegregated Middle Schools
Examines the effects of school organizational structure on students’ interracial and cross-sex communication patterns
Test if the intellectual level of the classroom affects the quality of learning environments.
Examine from a constitutional perspective the bases on which ability grouping and tracking might be challenged as barriers to equal educational opp.
Direct effects of school racial composition on college attendance when introducing curriculum and grades and relocating the test scores.