Term of Award
Master of Arts
Document Type and Release Option
Thesis (open access)
Howard M. Kaplan
Committee Member 1
Marilyn G. Morgan
Committee Member 2
W. Jay Strickland
This study examines the effects of homogeneous and heterogeneous ability grouping on teacher and student performance within three elementary schools in a rural Georgia school district. Research methodologies included an analyses of standardized achievement test scores, a teacher questionnaire, and individual interviews with teachers. The analyses of standardized test scores revealed that 2nd grade students who were heterogeneously grouped performed significantly better on math and verbal skills than 2nd grade students who were homogeneously grouped. Teacher questionnaire responses did not reveal significant differences between homogeneous and heterogeneous years in student self-esteem, discipline, or classroom management. However, teachers who had formerly taught lower ability homogeneous classes, stated in interviews that discipline and student self-esteem was much improved for low ability students under heterogeneous grouping. Teacher questionnaire responses revealed that planning lessons and teaching the range of students were perceived to be more difficult under heterogeneous grouping than under homogeneous grouping. Effects of the grouping change upon teacher morale was also examined.
This work is archived and distributed under the repository's standard copyright and reuse license for Theses and Dissertations authored 2005 and prior, available here. Under this license, end-users may copy, store, and distribute this work without restriction. For questions related to additional reuse of this work, please contact the copyright owner. Copyright owners who wish to review or revise the terms of this license, please contact firstname.lastname@example.org.
Strickland, David L., "Student and Teacher Effects of Elementary School Tracking: An Examination of a Rural Georgia School District" (1994). Legacy ETDs. 758.