Steering Groups, Leveling Effects, and Instructional Pace

1987 ◽  
Vol 96 (1) ◽  
pp. 24-55 ◽  
Author(s):  
Robert B. Burns
Keyword(s):  
Instructional Pace

Effect of Instructional Pace on Student Attentiveness1

1975 ◽  
Vol 69 (4) ◽  
pp. 131-134 ◽  
Author(s):  
Robert P. Grobe ◽  
Timothy J. Pettibone
Keyword(s):  
Instructional Pace

scholarly journals A Model about the Impact of Ability Grouping on Student Achievement

2017 ◽  
Vol 17 (3) ◽  
Author(s):  
David Kiss
Keyword(s):  
Student Achievement ◽  
Theoretical Model ◽  
Experimental Evidence ◽  
Ability Grouping ◽  
High Achievers ◽  
Additional Source ◽  
Peer Effect ◽  
Quasi Experimental ◽  
The Impact ◽  
Instructional Pace

AbstractThis paper presents a small theoretical model to compare school systems that segregate students by ability (“tracking”) with comprehensive ones, which allow for mixing of differently skilled students into same classes. The outcomes of interest are the achievement levels of weaker and better students, and the average achievement of all students. In the model, the instructional pace is tailored to the skill distribution of a class, and higher-achieving peers are an additional source of learning. The results show that differences in both the share of high-achievers and degree of interaction between student types can explain the mixed (quasi-)experimental evidence on the effect of de-tracking on student achievement. As changes in peer quality affect good and weak students’ achievement in very different ways, the term “peer effect” should be used with caution.

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