Burris, Carol Corbett, Heubert, Jay P., & Levin, Henry M.
Accelerating Mathematics Achievement using Heterogeneous Grouping
Evaluate subsequent completion of advanced high school math courses as well as academic achievement after providing an accelerated math curriculum.
Journal Name or Institutional Affiliation:
American Educational Research Journal
Vol 43, No.1, pp. 105-136
- The probability of competition of advanced math courses increased significantly and markedly in all groups, including minorities and low SES and students of all achievement levels with the accelerated math curriculum.
- The performance of initial high achievers did not differ statistically in heterogeneous classes relative to previous homogeneous grouping and rates of participation in advanced placement calculus and test scores improved.
- Percentage of students taking advanced math courses did increased after universal acceleration.
- Scores of students high achievers were not affected by heterogeneous grouping.
Journal Article Empirical Research
Academic Achievement, Curriculum, Detracking, Equality, Heterogeneous Grouping, Math, Tracking
Method of Analysis:
Interrupted Time Series
Unit of Analysis:
- Mathematics achievement data of students in six consecutive annual cohorts in a suburban community of 28,000 in Nassau County, Long Island. Student population of 3500.
- First three cohorts entered High School in 1995, 1996 and 1997. 3 years before universal acceleration.
- Final three cohorts entered High School in 1995, 1999 and 2000.
- Measures of Achievement: a) 5th grade Stanine Score on the Iowa test of Basic Skills (ITBS) b) Sequential Mathematics I Regents Examination c) Advanced Placement Calculus Examination d) High School Mathematics courses.
- IV: Ethnicity, baseline achievement measures, accelerated math curriculum
- DV: Probability of completion of advanced math courses, percentage of students taking advanced math courses