Eric.ed.gov – Ability Grouping Effects on Lower Level Math Students’ Self-Concept and Achievement.

The differences in effects of heterogeneous and homogeneous regrouping for math on academic ability and self-concept in math were investigated. Five sixth-grade students from both grouping placements were interviewed to determine their self-concept of their math abilities. All students labeled as average or below from both placements were given an assessment of basic grade-level math skills. The classes containing these students were observed, and each placement had the same teacher providing all math instruction. The results indicated that the homogeneous students liked their math classes better and were more likely to compare themselves above their classmates in ability than the heterogeneous students. However, there were almost no differences between overall self-concept in math between the placements, and the scores on the assessment substantially favored the heterogeneous placement. It was concluded that heterogeneous regrouping in math did not have any substantial negative consequences. Nine appendixes provide: (1) interview format and questions; (2) interview transcripts; (3) the assessment measure; (4) categorization of interviewed students; (5) students’ perceptions of their math ability; (6) math class placement levels; (7) overall test results; (8) test scores eliminating fraction questions; and (9) percentage of differences between the two groupings. (Author/MDM)