| Abstract: | Conclusions It is very clear that reducing the range of ability in these classes was not associated with increased achievement in reading. The lesson for the school administrator is equally clear — homogeneous grouping is not a panacea for educational ills. The school administrator who looks to homogenous grouping as a means of improving pupil achievement will find the process of little value unless definite programs, specifically designed for the several ability levels into which they group their classes, are developed. Grouping by itself, without curricular modification as a concomitant, will not give rise to the desired outcome of improved pupil performance.Dr. Joseph Justman is acting director of the Bureau of Research for the Board of Education of the City of New York. |
