by Carol Relf Kondrat

Created on: August 08, 2009

Do we still need ability grouping in the classroom?

Yes, ability grouped classes allow students to progress when and where they can be successful and to prepare them for entering the work force. In the past thirty years, ability grouping has been looked on negatively and has become politically incorrect. Some school districts have moved away from ability grouping to adhere to legislation that requires mainstreaming, least restrictive environment, or inclusion. Heterogeneous grouping of classes accommodates the requirement for inclusion or mainstreaming by creating a classroom that is demographically and politically correct to contain a mixed population of students within a grade level. IDEA (Individuals with Disabilities Education Act) and NCLB (No Child Left Behind) came in through legislation and are often the final determinant for grouping students in a classroom. There is a continuum of abilities with students that ranges from the gifted and talented to those that require special services with an IEP (Individual Education Plan) in place. The two ends of this continuum of abilities have support through legislation and are protected and secure in what is available to them in their educational environment.

The teacher that takes on a classroom that is grouped heterogeneously has to meet the needs of a diverse group of children. Planning for such a group involves the teacher having to accommodate all members of the class. During the planning phase, the teacher needs to be aware of the legislation requirements of those students that have IEPs in place. Grouping within the class in the primary grades is expected and accepted. Reading groups are needed to gain mastery in decoding and comprehension. This is ability grouping within a class to provide for all of the students to be successful. Ability grouping begins here and is still needed in the remaining years of elementary school. It provides a safety net for students that need more support in their learning experience and removing it can cause regression and often failure.

As the school years continue, the gap in reading ability widens if the support is not there. In the continuum of abilities, the two ends are provided the needed support and encouragement throughout their school experiences. The average student can be lost in the heterogeneously grouped class since there is very little that requires them to be successful.

Knowledge base in an ability grouped class is more varied and there is more to draw on for extension. A homogeneous group challenges more students, and expectations can be set higher for all class members. In this setting, the average student has less opportunity to under-achieve. Success within a peer group is important. An ability group is just as important as an age group and there can be a pressure for success within the framework. Kids are kids and will move toward the easier way out. Raise the bar and they can and will step up.

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