What One Hundred Years of Research Says about the Effects of Ability Grouping and Acceleration on K-12 Students' Academic Achievement: Findings of Two Second-Order Meta-Analyses

Autor/inn/en	Steenbergen-Hu, Saiying; Makel, Matthew C.; Olszewski-Kubilius, Paula
Titel	What One Hundred Years of Research Says about the Effects of Ability Grouping and Acceleration on K-12 Students' Academic Achievement: Findings of Two Second-Order Meta-Analyses
Quelle	In: Review of Educational Research, 86 (2016) 4, S.849-899 (51 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/0034654316675417
Schlagwörter	Ability Grouping; Academic Achievement; Statistical Analysis; Acceleration (Education); Meta Analysis; Age Differences; Academic Ability; Gifted; Educational Research; Educational Trends; Educational Benefits + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Schulleistung; Statistische Analyse; Acceleration; Beschleunigung; Meta-analysis; Metaanalyse; Age; Difference; Age difference; Altersunterschied; Begabter, Hoch Begabter; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Bildungsertrag
Abstract	Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K-12 students' academic achievement. Outcomes of 13 ability grouping meta-analyses showed that students benefited from within-class grouping (0.19 = g = 0.30), cross-grade subject grouping (g = 0.26), and special grouping for the gifted (g = 0.37), but did not benefit from between-class grouping (0.04 = g =0.06); the effects did not vary for high-, medium-, and low-ability students. Three acceleration meta-analyses showed that accelerated students significantly outperformed their nonaccelerated same-age peers (g = 0.70) but did not differ significantly from nonaccelerated older peers (g = 0.09). Three other meta-analyses that aggregated outcomes across specific forms of acceleration found that acceleration appeared to have a positive, moderate, and statistically significant impact on students' academic achievement (g = 0.42). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01