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shared by Amy Kinslow on 11 Nov 12 - No Cached

academic, social, and psychological effects of a variety of grouping practices upon learners who are gifted and talented
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there are varying academic outcomes for the several forms of ability grouping that have been studied (i.e., tracking, regrouping for specific instruction, cross-grade grouping, enrichment pull-out, within-class grouping, and cluster grouping);
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full-time ability grouping (tracking) produces substantial academic gains; (d) pullout enrichment grouping options produce substantial academic gains in general achievement, critical thinking, and creativity;
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there is little impact on self-esteem and a moderate gain in attitude toward subject in full-time ability grouping options.
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It was concluded that the research showed strong, consistent support for the academic effects of most forms of ability grouping for enrichment and acceleration, but the research is scant and weak concerning the socialization and psychological adjustment effects of these practices.
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shared by Amy Kinslow on 11 Nov 12 - No Cached

There is a dirty word looming on the horizon, and that word is “tracking,” by which I mean not the slotting of students into pre-ordained academic paths, but their grouping by...
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shared by Amy Kinslow on 11 Nov 12 - No Cached

I am always puzzled by the arguments of those who contend that excellence and equity are mutually exclusiv
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Every one of these achievements is a result of the pursuit of equity. Excellence followed.
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Our International Baccalaureate classes, which originally began as part of a gifted program, have been open for over a decade to any student who wants to enroll.
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The more we open gates and de-track, the better all students, including high achievers, do
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