The Effects of Ability Grouping on Student Math Achievement and Resource Allocation in Secondary Schools

University of California at San Diego Economics Discussion Paper No. 96-25R

Posted: 12 Nov 1998

See all articles by Julian R. Betts

Julian R. Betts

University of California, San Diego (UCSD) - Department of Economics; Public Policy Institute of California

Jamie L. Shkolnik

University of Chicago - National Opinion Research Center (NORC)

Date Written: April 1998

Abstract

Using different comparison groups than in earlier work, we find that ability tracking in math classes has little effect on growth in student math achievement. Previous articles use dummy variables to compare students from classes of high, middle and low ability to the average heterogeneously grouped student. This paper furthers the research by controlling for ability groups at each type of school and establishes that tracking schools differ little from non-tracking schools in terms of student achievement growth. The paper also shows that the allocation of students and resources among classes is remarkably similar between the two types of schools.

JEL Classification: I21

Suggested Citation

Betts, Julian R. and Shkolnik, Jamie L., The Effects of Ability Grouping on Student Math Achievement and Resource Allocation in Secondary Schools (April 1998). University of California at San Diego Economics Discussion Paper No. 96-25R, Available at SSRN: https://ssrn.com/abstract=105471

Julian R. Betts (Contact Author)

University of California, San Diego (UCSD) - Department of Economics ( email )

9500 Gilman Drive
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Public Policy Institute of California

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Jamie L. Shkolnik

University of Chicago - National Opinion Research Center (NORC) ( email )

55 E. Monroe, Ste. 4800
Chicago, IL 60603
United States

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