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
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: Suggested Citation