Middle School Ability Grouping and Student Achievement in Science and Mathematics
Middle School Ability Grouping and Student Achievement in Science and Mathematics
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中学能力分组和学生在科学和数学方面的成绩
DOI：
10.3102/01623737014003205
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发表时间：
1992
影响因子：
3.4
通讯作者：
T. Hoffer
中科院分区：
文献类型：
--
作者：
T. Hoffer
本文分析了中学能力分组对数学和科学认知成就的影响。与之前大多数关于跟踪的研究不同，这项分析比较了分组学校和非分组学校的结果。这里检验的假设是，第一，能力分组提高了学生成绩的总体水平，第二，能力分组通过增加所有学生的学习来实现这一目标。将分组学校和非分组学校从七年级到九年级的平均成绩增长进行比较，结果表明，在控制了学生社会背景和初始成绩水平的差异后，在这两门学科中，能力分组的总体增长可以忽略不计。比较非分组学生和高分组和低分组学生的成绩增长，发现高分组安置总体上具有较弱的正向效应，而低分组安置具有较强的负向效应。因此，能力分组似乎有利于成绩较好的学生，损害成绩较差的学生，总体效果可以忽略不计，因为两者的好处和责任相互抵消。
This paper analyzes the effects of middle school ability grouping on cognitive achievement in mathematics and science. In contrast to most previous research on tracking, this analysis compares outcomes in grouped and nongrouped schools. The hypotheses tested here are, first, that ability grouping raises the aggregate level of student achievement and, second, that ability grouping achieves this end by increasing the learning of all students. Comparing average student achievement growth from the seventh to the ninth grades in grouped and nongrouped schools shows that overall gains from ability grouping in either subject are negligible, controlling for differences in student social background and initial levels of achievement. Comparing the achievement growth of nongrouped students and high- and low-group students shows that high-group placement generally has a weak positive effect while low-group placement has a stronger negative effect. Ability grouping thus appears to benefit advanced students, to harm slower students, and to have a negligible overall effect as the benefits and liabilities cancel each other out.