Diversity in Education
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1987 - Effects of Ability Grouping on Student Achievement

Attribution: Kulik, James, & Kulik, Chen-Li
Researchers: Chen-Li KulikJames Kulik
University Affiliation: UC San Diego
Email: jkulik@ucsd.edu
Research Question:
What are the effects of ability grouping in the typical study?
Published: 1
Journal Name or Institutional Affiliation: Equity and Excellence in Education
Journal Entry: Vol. 23, No. 1-2, pp. 22-30
Year: 1987
Findings:
  • The strongest and clearest effects of grouping were in programs designed especially for talented students.
  • Programs that were designed for all students in a grade -not solely for the benefit of talented learners- had significantly lower effects.
  • Found support that grouping can be a powerful tool in the education of gifted and talented students.
Keywords: Ability GroupsClassroom CompositionRegions: InternationalMethodologies: QuantitativeResearch Designs: Meta-AnalysisAnalysis Methods: Meta-Analysis Sampling Frame:Previous Studies
Sampling Types: NonrandomAnalysis Units: DocumentData Types: Quantitative-Longitudinal
Data Description:
  • Read 400 documents in full, 82 were useful for the meta-analysis.
  • To locate studies they searched on three library data bases: Comprehensive Dissertation Abstracts, Psychological Abstracts, and ERIC.
  • A second data source was set of studies located by branching from bibliographies in the review articles retrieved in the computer searches.
  • To qualify for the use in this meta-analysis the criteria was: 1) Results had to be reported in a quantitative form 2) Results had to be available from a conventionally-instructed control group as well as from the one receiving the experimental treatment. 3) The control group had to be similar to the experimental group in aptitude. 4) Studies had to take place in actual classrooms.
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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