Accelerating Mathematics Achievement using Heterogeneous Grouping

  • The probability of competition of advanced math courses increased significantly and markedly in all groups, including minorities and low SES and students of all achievement levels with the accelerated math curriculum.
  • The performance of initial high achievers did not differ statistically in heterogeneous classes relative to previous homogeneous grouping and rates of participation in advanced placement calculus and test scores improved.
  • Percentage of students taking advanced math courses did increased after universal acceleration.
  • Scores of students high achievers were not affected by heterogeneous grouping.