The Long-Term Effects of Seventh-Grade Ability Grouping in Mathematics
dc.contributor.author | Fuligni, Andrew | en_US |
dc.contributor.author | Eccles, Jacquelynne S. | en_US |
dc.contributor.author | Barber, Bonnie L. | en_US |
dc.date.accessioned | 2010-04-13T19:14:54Z | |
dc.date.available | 2010-04-13T19:14:54Z | |
dc.date.issued | 1995 | en_US |
dc.identifier.citation | Fuligni, Andrew; Eccles, Jacquelynne; Barber, Bonnie (1995). "The Long-Term Effects of Seventh-Grade Ability Grouping in Mathematics." The Journal of Early Adolescence 15(1): 58-89. <http://hdl.handle.net/2027.42/67207> | en_US |
dc.identifier.issn | 0272-4316 | en_US |
dc.identifier.uri | https://hdl.handle.net/2027.42/67207 | |
dc.description.abstract | Few definitive answers exist as to the implications of ability grouping for children's development. Perhaps the most significant source of this inconclusiveness has been the absence of a longitudinal perspective and long-term studies of the effects of ability grouping on children's development. To address this need, this study examined the long-term correlates of being placed in an ability-grouped mathematics class on entry into junior high school. Results revealed some negative and no positive correlates at the tenth-grade level for low-ability students placed in low-ability classrooms compared with their peers placed in ungrouped classrooms. Conversely, a number of positive correlates of ability grouping were found for medium- and high-ability students. Discussion focuses on the role of ability grouping in junior high school as a sorting event which sets youths on different trajectories that have implications for their later academic, career; and personal development. | en_US |
dc.format.extent | 3108 bytes | |
dc.format.extent | 2481704 bytes | |
dc.format.mimetype | text/plain | |
dc.format.mimetype | application/pdf | |
dc.publisher | Sage Publications | en_US |
dc.title | The Long-Term Effects of Seventh-Grade Ability Grouping in Mathematics | en_US |
dc.type | Article | en_US |
dc.subject.hlbsecondlevel | Psychology | en_US |
dc.subject.hlbsecondlevel | Social Work | en_US |
dc.subject.hlbtoplevel | Social Sciences | en_US |
dc.description.peerreviewed | Peer Reviewed | en_US |
dc.contributor.affiliationum | University of Michigan | en_US |
dc.contributor.affiliationum | University of Michigan | en_US |
dc.contributor.affiliationother | Pennsylvania State University | en_US |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/67207/2/10.1177_0272431695015001005.pdf | |
dc.identifier.doi | 10.1177/0272431695015001005 | en_US |
dc.identifier.source | The Journal of Early Adolescence | en_US |
dc.identifier.citedreference | Alexander, K. A., & Mc Dill, E. L. (1976). Selection and allocation within schools: Some causes and consequences of curriculum placement. American Sociological Review, 43, 47-66. | en_US |
dc.identifier.citedreference | Byrne, B. M. (1988). Adolescent self-concept, ability grouping, and social comparison: Reexamining academic track differences in high school. Youth and Society, 20, 46-67. | en_US |
dc.identifier.citedreference | Carnegie Council on Adolescent Development. (1989). Turning points: Preparing American youth for the 21st century. Washington, DC: Carnegie Council on Adolescent Development. | en_US |
dc.identifier.citedreference | Dawson, M. M. (1987). Beyond ability grouping: A review of the effectiveness of ability grouping and its alternatives. School Psychology Review, 16, 348-369. | en_US |
dc.identifier.citedreference | Eccles, J. Adler, T. & Meece J.L. (1984). Sex differences in achievement. A test of alternative theories. Journal of Personality and Social Psychology, 46, 26-43. | en_US |
dc.identifier.citedreference | Eccles (Parsons), J. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco, CA: Wm. Freeman. | en_US |
dc.identifier.citedreference | Eccles, J., Adler, T., & Meece, J.L. (1984). Sex differences in achievement: A test of alternative theories. Journal of Personality and Social Psychology, 46, 26-43. | en_US |
dc.identifier.citedreference | Gamoran, A., & Mare, R. D. (1989). Secondary school tracking and educational inequality: Compensation, reinforcement, or neutrality? American Journal of Sociology, 94, 1146-1183. | en_US |
dc.identifier.citedreference | Good, T. L. (1981). Teacher expectations and student perceptions: A decade of research. Educational Leadership, 38, 415-427. | en_US |
dc.identifier.citedreference | Hoffer, T. B. (1992). Middle school ability grouping and student achievement in science and mathematics. Educational Evaluation and Policy Analysis, 14, 205-227. | en_US |
dc.identifier.citedreference | Ianni, F.A.J. (1989). The search for structure: A report on American youth today. New York: Free Press. | en_US |
dc.identifier.citedreference | Kandel, D. B., & Lesser, G. S. (1972). Youth in two worlds. London: Jossey-Bass. | en_US |
dc.identifier.citedreference | Kulik, C. L., & Kulik, J. A. (1982). Effects of ability grouping on secondary school students: A meta-analysis of evaluation findings. American Educational Research Journal, 19, 415-428. | en_US |
dc.identifier.citedreference | Kulik, J. A., & Kulik, C. L. (1987). Effects of ability grouping on student achievement. Equity and Excellence, 23, 22-30. | en_US |
dc.identifier.citedreference | Marascuilo, L. A., & Mc Sweeney, M. (1972). Tracking and minority student attitudes and performance. Urban Education, 6, 303-319. | en_US |
dc.identifier.citedreference | Oakes, J. (1985). Keeping track.- How schools structure inequality. New Haven: Yale University Press. | en_US |
dc.identifier.citedreference | Reuman, D. A., Mac Iver, D., Eccles, J., & Wigfield, A. (1987, April). Changes in students' mathematics motivation and behavior at the transition to junior high school. Paper presented at the annual meeting of the American Educational Research Association, Washington, DC. | en_US |
dc.identifier.citedreference | Rosnow, R. L., & Rosenthal, R. (1989). Statistical problems and the justification of knowledge in psychological science. American Psychologist, 44, 1276-1284. | en_US |
dc.identifier.citedreference | Rutter, M. (1989). Pathways from childhood to adult life. Journal of Child Psychology and Psychiatry, 30, 23-51. | en_US |
dc.identifier.citedreference | Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60, 471-499. | en_US |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.