In search of reality: Unraveling the myths about tracking, ability grouping, and the gifted

The antitracking movement has suddenly become anti‐ability grouping, resulting in serious side‐effects for gifted students who currently are being served effectively in ability‐grouped programs that consistently meet their needs. Closer scrutiny of the research frequently cited reveals commonly‐held misinterpretations and misconceptions. Six commonly‐held myths are examined and discussed in relationship to educators’ efforts to provide the best instructional programs for all students, including those whose abilities place them at the upper end of the spectrum. Practical realities are emphasized in an effort to encourage schools to provide equality of opportunity rather than the same experiences for all. Consideration is given to serving all students more appropriately by overcoming the abuses of past practice and capitalizing on the knowledge that can be gained by careful examination of the literature and its implications for all students, including the gifted.