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Ability grouping
I know this will be a very unscientific survey, but I'm curious about
how common Erika's school's grouping system (see below) is these days. Our school doesn't officially do ability grouping -- there is *no* expectation that the work the kids're doing in reading or math will be pegged to their individual ability at all, only to their age. It's one-size-fits-all unless the teacher wants to differentiate on her own. How about your kids' elementary schools? I had understood that ability grouping had become rare in U.S. elementary schools, but if I'm wrong about that, then our school district's system is much more vulnerable to criticism and parental agitation for change. Nevermind wrote: Wow -- is ability grouping common in the UK? If I understand correctly, it has been all but wiped out of public schools in the U.S. It sounds like wonderful common sense to me. It sure isn't wiped out in the public schools here. In my sons' school they ability group for math and reading in every grade past kindergarten (except it seems that they don't in the center based GT program, which I suppose makes sense). They have as many groups as they have teachers for that grade. So, this year there are something like six first grade teachers, so they have seven reading groups (each teacher has one, plus there's a reading specialist) and six math groups. The groups are relatively fluid, so children who need to move up or down accordingly. Seems to work like a charm. Best wishes, Ericka |
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Ability grouping
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#3
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Ability grouping
My daughter is only in kindergarten and she goes to a DoD school. I'm not
sure about this but I know they have something where 1st and 2nd grade is combined. It works out well cos if the younger kids have questions they can ask the older kids, rather than wait on a busy teacher to help them. I'm drawing a complete blank on what it's called. -- Sophie - TTC #4 |
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Ability grouping
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Ability grouping
"Nevermind" wrote in message om... I know this will be a very unscientific survey, but I'm curious about how common Erika's school's grouping system (see below) is these days. Our school doesn't officially do ability grouping -- there is *no* expectation that the work the kids're doing in reading or math will be pegged to their individual ability at all, only to their age. It's one-size-fits-all unless the teacher wants to differentiate on her own. How about your kids' elementary schools? I had understood that ability grouping had become rare in U.S. elementary schools, but if I'm wrong about that, then our school district's system is much more vulnerable to criticism and parental agitation for change. We aren't allowed to ability group anymore within a school. However, within the district there are several optional schools which only take the high performing students, and one (the one I teach at), which takes only the lowest performing students, so I guess you could say that the district ability groups by school, if the parents choose to take advantage of it. This is at the elementary level-at high school, ability grouping is alive and well, with multiple levels of the same class in anything required by the state. A class which might be one semester or one year for high ability students will be cut into two parts for lower ability students, and go at a much slower pace, but with the same content. Nevermind wrote: Wow -- is ability grouping common in the UK? If I understand correctly, it has been all but wiped out of public schools in the U.S. It sounds like wonderful common sense to me. It sure isn't wiped out in the public schools here. In my sons' school they ability group for math and reading in every grade past kindergarten (except it seems that they don't in the center based GT program, which I suppose makes sense). They have as many groups as they have teachers for that grade. So, this year there are something like six first grade teachers, so they have seven reading groups (each teacher has one, plus there's a reading specialist) and six math groups. The groups are relatively fluid, so children who need to move up or down accordingly. Seems to work like a charm. Best wishes, Ericka |
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Ability grouping
On 29 Oct 2003 09:56:48 -0800, (Nevermind) wrote:
I know this will be a very unscientific survey, but I'm curious about how common Erika's school's grouping system (see below) is these days. Our school doesn't officially do ability grouping -- there is *no* expectation that the work the kids're doing in reading or math will be pegged to their individual ability at all, only to their age. It's one-size-fits-all unless the teacher wants to differentiate on her own. How about your kids' elementary schools? I had understood that ability grouping had become rare in U.S. elementary schools, but if I'm wrong about that, then our school district's system is much more vulnerable to criticism and parental agitation for change. First some research archived on what has been done he http://www.ed.gov/pubs/Research5/Uni...erception.html The most common organizational arrangements adopted by schools to handle individual differences among students are known variously as ability grouping, tracking, and streaming (Oakes, Gamoran, and Page 1992). Ability grouping involves the division of academic subjects into classes or groups at different levels for students of different abilities, which can include both within-class and between-class grouping (Oakes 1987). Grouping within a single classroom is most common in elementary schools, while a wider range of grouping plans are used in junior high and high schools (Slavin 1990). Many comprehensive high schools place students in classes and programs of instruction according to their educational needs and ability. Despite this division by ability, the students' options tend to remain open through later years of high school and even students in lower ability groups or classes may attend a community college or even a four-year college (Oakes, Gamoran, and Page 1992). In addition to ability grouping, schools use other instructional and curricular arrangements to accommodate students of differing ability. These include retention of a child in grade; special education for students who have problems in school for a variety of intellectual, emotional, or physical reasons; and other types of special classes for children who are identified as exceptionally able academically. ******************** Elementary Schools At the elementary level, individual differences are most often accommodated within the classrooms through ability grouping that is linked to instructional variation, but there is no nationally standardized set of categories or patterns for grouping children (Gamoran 1989). Ability grouping typically occurs within classes when students are divided into several small groups, separated by level of ability for instruction in particular subjects, especially reading. Dividing the classroom into three or four groups is the most common arrangement. Each subgroup receives instruction at its own level and is allowed to progress at its own rate (Slavin 1989). In first grade, more than 90 percent of elementary schools use within-class ability grouping for reading, 25 percent for mathematics (Entwistle and Alexander 1993). Though within-class grouping is the most common form of separation, students may also be placed in groups that cut across classes. Between-class grouping takes two forms: it may last for the entire day, encompassing all subjects, or it may be used for a specific subject (Oakes et al. 1992). When between-class grouping lasts for the entire day, students are assigned to self-contained classes on the basis of measures of general achievement. Students then remain with the same group of classmates for all academic subjects. A less extreme form of between-class grouping involves regrouping for reading or mathematics. With this system, students remain in classes that are heterogeneous by ability most of the day but are regrouped for selected subjects. For example, three fourth-grade classes in a school might have reading scheduled at the same time. At reading time, students might leave their heterogeneous homerooms and go to a class organized according to reading levels (Slavin 1989). Another approach to between-class ability grouping is the Joplin Plan, which involves regrouping students for reading by ability only, without regard for grade levels (Slavin 1989). Lastly, some schools adopt nongraded plans. This approach involves grouping arrangements in which formal grade levels are abolished in favor of flexible cross-age groupings for different subjects. Where nongrading is done only in reading or mathematics, it is essentially identical to the Joplin Plan (Slavin 1989). Placement in groups within the same classroom typically determines the amount and type of instruction children receive (Entwistle and Alexander 1993). For example, low-ability reading groups spend relatively more time on decoding activities, whereas more emphasis is placed on the meaning of stories in ability groups composed of more able readers. High-ability groups do more silent reading and when reading aloud are interrupted less by other students or the teacher. Students with a history of membership in high-ability groups are likely to have covered considerably more material throughout their elementary school years (Oakes et al. 1992). ***************** Consequences of Ability Grouping The impact of systems of ability grouping on students is the subject of intense debate among educators and researchers. Arguments in favor of ability grouping generally focus on its effectiveness for instruction (Feldhusen 1989). Arguments opposed to ability grouping focus on the issue of equity, particularly as related to ethnicity and class. Many critics of ability grouping suggest that such grouping helps to maintain and perpetuate class status from one generation to another in the United States by sorting children from different backgrounds into different curricular programs (Gamoran and Mare 1989). Opponents also argue that ability grouping is unfair to low achievers, citing problems of peer models, low teacher expectations, and slow instructional pace (Braddock 1990; Rosenbaum 1976, 1980; Oakes 1985; Gamoran and Mare 1989). Finally, other researchers suggest that these arguments may be irrelevant because ability grouping does not have a significant impact on achievement, values, or other educational outcomes (Slavin 1990; Kulik and Kulik 1982; Kulik and Kulik 1987). ************* Rigidity of Group Placement Students' placements by ability tend to be fixed and long-term. Those placed in low-ability groups in elementary school are likely to continue in these tracks in junior high school. Any movement between tracks that does occur is most often in a downward direction (Oakes et al. 1992). Only 40 percent of students in American public elementary schools are assigned to the top tracks in their schools (Oakes 1987). In first grade, probably one-third to one-fourth of children are placed in the bottom group in a given subject (Entwistle and Alexander 1993). This group placement early in their education can have important consequences for the types of courses that will be available to students in later years, and may dictate later placement in high-track classes in senior high school (Oakes et al. 1992). Although decisions made about students' placement at a particular grade seem to have a slight effect on students' achievement, cumulative effects of such placement do become evident in the later years of schooling (Oakes 1987). South Carolina passed a law to encourage the use of *acheivement grouping* in its schools. http://www.lpitr.state.sc.us/sess113...bills/4154.htm I know that my children's elementary school classes were grouped and regrouped for individual subjects, but I don't know if that is still the case. -- Dorothy There is no sound, no cry in all the world that can be heard unless someone listens .. The Outer Limits |
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Ability grouping
Nevermind wrote:
I know this will be a very unscientific survey, but I'm curious about how common Erika's school's grouping system (see below) is these days. Our school doesn't officially do ability grouping -- there is *no* expectation that the work the kids're doing in reading or math will be pegged to their individual ability at all, only to their age. It's one-size-fits-all unless the teacher wants to differentiate on her own. How about your kids' elementary schools? I have a 5th grader and a 2nd grader, and grouping seems to be done at the discretion of the teacher, though it is very widely done, especially in the early grades. Teachers usually sort the kids into reading groups K-2 and work with the groups by ability. Some might be in chapter books, with other groups working on the "easy reader" level. Last year the 4th grade math teacher did a pretest and sorted the kids at the beginning of each subject, which was the first I'd seen math grouping. The 5th grade language arts teacher we have this year has also done some evaluations and has the kids working on any weak areas as needed. HTH- Lesley |
#8
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Ability grouping
How about your kids' elementary schools?
Shaina's school has had ability grouping for reading and math since she was in first grade. (She is now in 6th.) The school has mixed grade classes and, for each class (which has 2 or 3 grades) there are, typically, 4-6 different groups for reading and math. (Kids from multiple classes will be clustered together, so Shaina's math and reading teachers will not necessarily be her regular classroom teacher.) The top level classes, incidently, constitute the school's 'gifted program.' Naomi CAPPA Certified Lactation Educator (either remove spamblock or change address to to e-mail reply.) |
#9
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Ability grouping
Nevermind wrote: I know this will be a very unscientific survey, but I'm curious about how common Erika's school's grouping system (see below) is these days. Our school doesn't officially do ability grouping -- there is *no* expectation that the work the kids're doing in reading or math will be pegged to their individual ability at all, only to their age. It's one-size-fits-all unless the teacher wants to differentiate on her own. How about your kids' elementary schools? I had understood that ability grouping had become rare in U.S. elementary schools, but if I'm wrong about that, then our school district's system is much more vulnerable to criticism and parental agitation for change. Nevermind wrote: Wow -- is ability grouping common in the UK? If I understand correctly, it has been all but wiped out of public schools in the U.S. It sounds like wonderful common sense to me. It sure isn't wiped out in the public schools here. In my sons' school they ability group for math and reading in every grade past kindergarten (except it seems that they don't in the center based GT program, which I suppose makes sense). They have as many groups as they have teachers for that grade. So, this year there are something like six first grade teachers, so they have seven reading groups (each teacher has one, plus there's a reading specialist) and six math groups. The groups are relatively fluid, so children who need to move up or down accordingly. Seems to work like a charm. Best wishes, Ericka My daughter attends a small private school, so this might not be the type of experience you were asking about. But I'll offer it anyway. Her school has multi-age classes - so her classmates range from kindergarten to 3rd grade (she's a 2nd-grader.) I believe there are 10 kids but it might be 11; they won't take more than 12 in a class. Because of the age range, there have to be ability groupings, at least for reading/math/language arts. These don't necessarily coincide with "grade levels". In science and social studies, the whole group might be studying one particular unit, but the older kids obviously are given more difficult assignments. As I think about it, what happens in my daughter's school seems somewhat similar to what Jenrose described, although she was talking about a public school. There isn't any "gifted" program at this school. Since the SOP is to accommodate individual children's abilities and learning styles, there really isn't a need for one. I'm not talking about children like Marjorie's son - I can well imagine it's incredibly tough to find the right situation for children who are profoundly gifted. While I haven't had my daughter tested, I'm betting she's BG (barely gifted). My husband has tested at 135 IQ and I've tested at 134; from observing my daughter, I'd bet she's right there in the neighborhood with us, which wouldn't be surprising. Her school has been able to accommodate her needs very well, simply because they don't expect all children in a class to do the same work or progress at the same speed. I don't know of any public school in Atlanta that works this way. And yes, I guess I could get out and be an activist and try to get that changed, in all the spare time I have left over from raising 2 children and working full time. Or I could say (and I do) - screw it - I shouldn't *have* to fight to get my daughter a decent education. I'll pay the taxes without whining, and then pay for the private school. Clisby |
#10
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Ability grouping
On Wed, 29 Oct 2003 13:52:43 -0500, "Sophie"
wrote: My daughter is only in kindergarten and she goes to a DoD school. I'm not sure about this but I know they have something where 1st and 2nd grade is combined. It works out well cos if the younger kids have questions they can ask the older kids, rather than wait on a busy teacher to help them. I'm drawing a complete blank on what it's called. My children's classes were team taught - the classes were 1st-2nd combinations, 3rd-4th combinations and 4th -5th combinations, but that did not mean that they had two teachers in a single classroom though. They had homeroom with one teacher and they switched teachers for different subjects so one teacher taught language arts/social studies and the other taught math/science and then they also had special teachers for music, art and gym. -- Dorothy There is no sound, no cry in all the world that can be heard unless someone listens .. The Outer Limits |
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