Information Analyses; Speeches/Meeting Papers; Journal Articles
The effects of within-class grouping on student achievement and other outcomes were quantitatively integrated using one set of 145 effect sizes exploring grouping versus no grouping and a set of 20 effect sizes related to homogeneous versus heterogeneous ability grouping. Overall, results favored homogeneous grouping. (SLD)
Research supported by the Social Sciences and Humanities Research Council of Canada and the Fonds pour la formation de chercheurs et l'aide a la recherche of the Quebec (Canada) government. Portions of this paper presented at the Annual Meetings of the American Educational Research Association (San Francisco, CA, April 1995 and New York, NY, April 1996).