ALTERNATIVE USES OF ABILITY GROUPING IN SECONDARY-SCHOOLS - CAN WE BRING HIGH-QUALITY INSTRUCTION TO LOW-ABILITY CLASSES

Despite extensive criticism, ability grouping remains a widespread pra ctice in American secondary schools. This paper considers whether abil ity grouping can be implemented more effectively than is typical; in p articular, it explores possible instances of high-quality instruction in low-ability classes. Data from a study of eighth- and ninth-grade E nglish classes yield two examples of schools with apparently effective instruction in low tracks. These cases are characterized by (1) high expectations by teachers, manifested by a refusal to relinquish the ac ademic curriculum as commonly occurs in low-track classes, (2) extra e xertion by teachers to foster extensive oral discourse in class, and ( 3) no system of assigning weak or inexperienced teachers to lower trac ks.