Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis
Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis
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中学能力分组的成绩影响：最佳证据综合
DOI：
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发表时间：
1990
期刊：
影响因子：
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通讯作者：
R. Slavin
中科院分区：
文献类型：
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作者：
R. Slavin
本文综述了能力分组对中学生成绩影响的研究。6个随机实验、9个匹配实验和14个相关研究比较了能力分组和异质性计划在一个学期到5年的时间内的差异。所有年级的总体成就效应基本上为零，尽管7-9年级比10-12年级有更多的证据。除社会学科外，所有学科的结果都相似，社会学科有偏向异质安置的趋势。对于所有先前表现水平的学生，结果都接近于零。这一发现与比较不同方向学生成绩的研究结果形成了对比，这些研究通常发现能力分组对高成就学生有积极影响，对低成就学生有消极影响，这些对比结果是一致的。
This article reviews research on the effects of ability grouping on the achievement of secondary students. Six randomized experiments, 9 matched experiments, and 14 correlational studies compared ability grouping to heterogeneous plans over periods of from one semester to 5 years. Overall achievement effects were found to be essentially zero at all grade levels, although there is much more evidence regarding Grades 7–9 than 10–12. Results were similar for all subjects except social studies, for which there was a trend favoring heterogeneous placement. Results were close to zero for students of all levels of prior performance. This finding contrasts with those of studies comparing the achievement of students in different tracks, which generally find positive effects of ability grouping for high achievers and negative effects for low achievers, and these contrasting findings are reconciled.