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Accelerating Mathematics Achievement Using Heterogeneous Grouping

South Side High School

Jay P. Heubert and Henry M. Levin

Teachers College, Columbia University

This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed that probability of completion of advanced math courses increased significantly and markedly in all groups, including minority students, students of low socioeconomic status, and students at all initial achievement levels. Also, 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.

Key Words: accelerated education • educational equity • mathematics • tracking

American Educational Research Journal, Vol. 43, No. 1, 137-154 (2006)
DOI: 10.3102/00028312043001105


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