Diversity in Education
Diversity in Education
  • Overview
  • K-12 Integration, Desegregation, and Segregation Archive
  • K-16 STEM Archive
  • Browse
    • By Method of Analysis
    • By Unit of Analysis
    • By Data Type
    • By Journal Name or Institutional Affiliation
    • By Keyword
    • By Methodology
    • By Region
    • By Research
    • By Scholarship
    • By Sample Type
  • Help
  • Contact Us

Filter

  • Sort by

  • Filtered Search Term

  • Archive

  • Keywords

  • Research Designs

  • Analysis Methods

  • Researchers

1982 - Effects of Ability Grouping on Secondary School Students: A Meta-analysis of Evaluation Findings

Attribution: Kulik, Chen-Li, & Kulik, James
Researchers: Chen-Li KulikJames Kulik
University Affiliation: UC San Diego
Email: jkulik@ucsd.edu
Research Question:
Does ability grouping have positive or negative effects on school children?
Published: 1
Journal Name or Institutional Affiliation: American Educational Research Journal
Journal Entry: Vol.19, No.3, pp. 415-428
Year: 1982
Findings:
  • Effects were largest in the 14 studies of programs designed for talented and gifted students.
  • Effects reported in journal articles and in ERIC documents were stronger than effects reported in dissertations.
  • Tendency for effects in early studies to be somewhat stronger than effects in studies from more recent years.
Keywords: Ability GroupsAcademic AchievementAttitudesRegions: NationalMethodologies: QuantitativeResearch Designs: Meta-AnalysisAnalysis Methods: Meta-Analysis Sampling Frame:Previous Studies
Sampling Types: NonrandomAnalysis Units: DocumentData Types: Quantitative-Longitudinal
Data Description:
  • Studies that examined effects of grouping on secondary school children.
  • 52 studies: that took place in secondary school classrooms, that had to report on measured outcomes in both grouped and ungrouped classes, and studies that had to be free from crippling methodological flaws.
  • 15 variables: grouping based on specific aptitude/general aptitude, special material used in different groups, whether group assignments lasted for the duration of the experiment or changed during the term, characteristics of the design , publication features.
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
Skip to toolbar
  • Log In