The effects of ability grouping on student achievement and resource allocation in secondary schools
The effects of ability grouping on student achievement and resource allocation in secondary schools
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DOI：
10.1016/s0272-7757(98)00044-2
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发表时间：
2000-02-01
影响因子：
2.2
通讯作者：
Shkolnik, JL
中科院分区：
文献类型：
--
作者：
Betts, JR;Shkolnik, JL
学校按能力对学生进行分组的政策对平均数学成绩的增长影响不大。与早期的研究不同，本文还发现分组对于成绩优异、成绩一般或成绩较差的学生几乎没有或没有差异影响。一种解释是，声称分组的学校和声称不分组的学校在班级中的学生和资源分配非常相似。对班级规模、教师教育和教师经验这三项学校投入的考察表明，两类学校都以类似的方式根据班级能力水平调整资源，例如将成绩较差的学生分入较小的班级。 [JEL 121] (C) 1999 Elsevier Science Ltd. 保留所有权利。
A school policy of grouping students by ability has little effect on average math achievement growth. Unlike earlier research, this paper also finds little or no differential effects of grouping for high-achieving, average, or low-achieving students. One explanation is that the allocation of students and resources into classes is remarkably similar between schools that claim to group and those that claim not to group. The examination of three school inputs: class size, teacher education, and teacher experience, indicates that both types of schools tailor resources to the class ability level in similar ways, for instance by putting low-achieving students into smaller classes. [JEL 121] (C) 1999 Elsevier Science Ltd. All rights reserved.