Ability Grouping Effects on Academic Achievement and Self-Esteem in a Southwestern School District

Abstract

The effects of ability grouping on the academic achievement and self-esteem of fourth-grade students were assessed through regression-discontinuity analysis in a Texas school district which used a cutoff score for placement in high and regular ability groups. Standardized achievement test scores of high ability students showed a significant increase after a year of ability grouping. Students who had scored a little above the criterion showed performance increase, while students who had scored a little below the criterion showed a decrease after a year in regular ability classes. The self-esteem was assessed near the beginning and end of the fourth grade. No significant differences were found from the beginning to the end of the fourth grade or between the high and regular groups after third grade achievement test scores were covaried.