Wisconsin Center for Education Research (Twitter):
Research shows that ability grouping helps underrepresented students become included in gifted programs. @MSANachieve #MSANinstitute shrink the excellence gap.
Closing Poverty-Based Excellence Gaps: Conceptual, Measurement, and Educational Issues,” Jonathan A. Plucker and Scott J. Peters, Gifted Child Quarterly Vol 62:
Although often unpopular because of its association with tracking, ability grouping has been shown to increase the number of underrepresented students identified as high achieving over time (e.g., Card & Giuliano, 2014; Gentry, 2014; Robinson, 2008). The hypothesized mechanism for these effects is that grouping strategies tend to narrow the range of achievement that any single teacher is expected to instruct in a general classroom setting (see Firmender, Reis, & Sweeny, 2013; Peters, Rambo-Hernandez, Makel, Matthews, & Plucker, 2017), although Rogers and Feller (2016) have recently provided evidence that minimizing peer comparisons between low- and high-performing students may also facilitate positive grouping benefits.”
“They’re all rich, white kids and they’ll do just fine” — NOT! (2006!)