NASP Position Statement - Ability Grouping and Tracking

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Position Statement on Ability Grouping and Tracking

The National Association of School Psychologists (NASP) supports the instruction of students within heterogeneous classrooms that recognize and accommodate individual student differences in learning style, ability, and interests. NASP opposes the use of tracking, a permanent approach where students are assessed and placed into specific classrooms with peers of similar ability, because of its demonstrated negative effect for many students.

Tracking is a form of whole-group instruction that is characterized by a single and a set curriculum which is delivered at the same pace for all students within the classroom. Placement is based solely upon the child's perceived ability level and is therefore considered to be an unacceptable approach for the grouping of students (Tieso, 2003). The effects of ability grouping have been analyzed and debated related to various populations including individuals identified as gifted and talented, individuals identified with educational disabilities, individuals of minority status, and economically disadvantaged students. Research has demonstrated that the use of whole class ability grouping disproportionately impacts minority students, economically disadvantaged students, and students with lower ability. Related to individuals identified with educational disabilities, whole class ability grouping does not comply with the requirements of placement within the least restrictive educational (LRE) environment. Further, the practice of whole class ability grouping/tracking can deny many children of their statutory right to equal educational opportunity.

Demonstrated best educational practice can lead to the establishment of excellence for all learners without resorting to the use of ability grouping. Such positive educational practices supported in the research and literature include:

Cooperative learning is well established methodology which demonstrates positive success related to student achievement. Students work collaboratively to successfully achieve a desired educational outcome. Students develop a greater understanding and respect for individual differences. All forms of diversity within the learning environment are embraced (Felder & Brent, 2001; Freeman, 1993).
Differentiated instruction requires educators to respond to the individualized needs of all learners within the regular education environment (Kulik & Kulik, 1992). The practice of differentiated instruction allows all students equal access to the curriculum while maintaining high expectations for students. All students benefit from the exposure to a challenging curriculum that is appropriate for their specific learning needs. Differentiated instruction provides options related to the process, the product, and the content utilized for learning (Tomlinson, 1999).
Small group instruction makes it easier to monitor student mastery of educational concepts, and accommodate individual learning needs (McMillion, 1994). Remediation and direct instruction occur more easily within small learning groups.
Curriculum modification is a procedure for removing repetitive, unnecessary, and unchallenging content, and/or enhancing existing curricular materials with higher level questioning, critical thinking components, independent thinking, transferring skills and insights into new contexts (e.g., Halpern, 1996). Scaffolding is an approach which should be utilized to match the curriculum with the student's learning needs. Opportunities must also be provided for both guided and independent practice related to student learning activities and high expectations are maintained for all learning tasks (Tomlinson, 1999).
Essential understandings are a curricular development plan that facilitates students' understandings of the "big ideas," key concepts, and principles of a discipline, as opposed to a collection of seemingly random and unrelated facts (Erickson, 1998).
The 'structure of disciplines' techniques teach students about the overarching structures underlying academic disciplines. They learn about the construction of knowledge within domains and learn how to follow developments within a field. This foundation helps students remember facts in a meaningful context (Gardner, 1999).
Learning Communities have been demonstrated to positively impact school climate, professional development, and student achievement. Through the practice of learning communities, students are strongly encouraged to have ownership in the learning process. Students assist with the establishment of learning goals, objectives, and in the development of criteria utilized for evaluation. Students participate in providing direction for learning tasks and ultimately become self-assessors of their own learning (DuFour & Eaker, 1998).
Flexible grouping can also be a positive learning strategy, when it is not over used. Homogeneous grouping by skill level has been demonstrated to be effective for instruction in the areas of mathematics and reading (Marzano, Pickering , & Pollack, 2001). Three keys to flexible grouping are using it sparingly, monitoring student progress closely, and allowing for the continual remixing of assigned groups. This allows students to move between smaller homogenous skill-based groups and then back to larger heterogeneous groups for creative and problem solving activities. Flexible grouping surrounding student skills and across age grouping allows students performing at various levels to share their combined areas of knowledge and strength (Marzano, Pickering, & Pollock, 2001). If utilized effectively and in a sensitive manner, the method of flexible grouping does not have to carry a negative stigma for the learner (Tieso, 2003).

With their high level of training and expertise, school psychologists should continue to strongly advocate for best educational practices meeting the diverse needs of all students. School psychologists should strive to impact the school system on an organizational level, focusing on a problem-solving model and the demonstration of student progress through outcome-based measures.

References

DuFour, R., & Eaker, R. (1998). Professional Learning Communities at work: Best Practices for enhancing student achievement. Bloomington , IN : National Education Service.

Erickson, H.L. (1998). Concept-based curriculum and instruction: teaching beyond the facts. Thousand Oaks , CA : Corwin Press.

Felder, R.M., & Brent, R. (2001). Effective strategies for cooperative learning. J. Cooperation & Collaboration in College Teaching, 10(2) 69-75.

Freeman, R. (1993). The importance of participant role in cooperative learning. Working Papers in Educational Linguistics, 9(1), 1-20.

Gardner, H. (1999). The disciplined mind: What all students should understand . New York : Simon and Schuster.

Halpern, D.F. (1996). Thought and knowledge: An introduction to critical thinking. Mahwah , NJ : Lawrence Erlbaum.

Kulik, J.A., & Kulik, C-L.C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36 (2), 73-77.

Marzano, R.J., Pickering , D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA : Association for Supervision and Curriculum Development.

McMillion, H. G. (1994). Small groups: An instructional approach to learning. Research and Teaching in Developmental Education, 10(2), 71-80.

Tieso, C.L. (2003). Ability grouping is not just tracking any more. Roeper Review, 26 (1), 29-37.

Tomlinson , C.A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria , VA : Association for Supervision and Curriculum Development

- Original version adopted by NASP Delegate Assembly, April 1993

- Revision adopted by NASP Delegate Assembly, July 2005

Please note that NASP periodically revises its Position Statements. We encourage you to check the NASP website at www.nasponline.org to ensure that you have the most current version of this Position Statement.