Examines issues and problems of abilities grouping in the schools.
Written in 2008; 4,390 words; 14 sources; APA; $ 115.95
Paper Summary:
This paper discusses the problems associated with abilities grouping in the schools. The author begins by explaining the reasoning and history of abilities grouping and then goes on to examine the negative consequences of such a system. The paper then argues that, instead of abilities grouping, assessment must be linked to more appropriate examples of actual intelligence levels, rather than structured and biased tests.
From the Paper:
"The arguments in favor of abilities tracking attest that when instructors are given a group of students who are comparable in their abilities they then have less struggle teaching them. Additionally, proponents of ability tracking also claim that the value of tracking, to identify those who are in need of additional help is crucial to their later success, even if that later success is inclusive only of remedial expectations. Some experts argue that ability grouping is not ability tracking and that the milder form of (ability grouping) is actually very helpful to students and instructors, as it attempts to meet needs with abilities, not only on the part of the student but also on the part of the educator."
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