Arguments Against Ability Grouping

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Ability grouping has been a controversial issue over many years in education. There have been many arguments regarding whether or not grouping students by their performance hurts or improves their academic performance. There has been no clear research that determines if this is true. One side the argument is that ability grouping can hinder students learning because it can give students a low self-esteem, which decreases their academic performance. On the other hand, some say that ability grouping can improve tests score by giving students time to get individual instruction with the material. Personally, I think that ability grouping, if done in an appropriate can only help students reach their academic goals.













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Many of the arguments against ability grouping is the concern for the psychological and social well being of the children involved, especially children placed in the lower-achieving ability groups. At a young age, children become more and more aware of differentiating characteristics, especially those children who are labeled as the “slower” groups, while others are labeled as the “gifted” or “accelerated” groups. Being labeled can leave children feeling discouraged. For example, if teachers are focusing more of their time and energy on the “gifted students” or the “slower students” the groups will not be getting the guided instructions that is needed for learning the content. Burns and Mason (1998) suggest that ability grouping may inadvertently create unequal learning opportunities for students. Even at the elementary level, this practice may give some students opportunities for more effective teachers, class composition, and instruction; thus giving a better chance at higher achievement. Since, students are getting the appropriate amount of time with the instructor, it has the possibility of leading to feelings of segregation. This can be difficult for young students to manage, thus causing unnecessary arguments, or a negative self-esteem, for those who are considered the “non gifted” students. Another disadvantage of ability grouping is that some believe that students will be treated differently and the teacher’s expectations will decrease for those who are put in the lower groups. Teachers may find themselves being more positive, patient with and respectful to students in higher ability groups that they are able to teach with less effort. Even if teachers do so unconsciously, they may treat students in the different groups as superior of inferior based on their groupings, leading to the perception by the students

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