Accelerating Mathematics Achievement Using Heterogeneous Grouping

Autor/inn/en	Burris, Carol Corbett; Heubert, Jay P.; Levin, Henry M.
Titel	Accelerating Mathematics Achievement Using Heterogeneous Grouping
Quelle	In: American Educational Research Journal, 43 (2006) 1, S.105-136 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	Acceleration (Education); Heterogeneous Grouping; High Achievement; Suburban Schools; Longitudinal Studies; Quasiexperimental Design; Mathematics Achievement; Mathematics Curriculum; Calculus; Scores; School Districts; Probability; High Schools; Advanced Placement + Suchen Sie Ihr Suchwort? Acceleration; Beschleunigung; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; School district; Schulbezirk; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; High school; Oberschule
Abstract	This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed that probability of completion of advanced math courses increased significantly and markedly in all groups, including minority students, students of low socioeconomic status, and students at all initial achievement levels. Also, the performance of initial high achievers did not differ statistically in heterogeneous classes relative to previous homogeneous grouping, and rates of participation in advanced placement calculus and test scores improved. (Contains 6 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10