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Several studies of mathematics education have singled out the early and rigid ability grouping as one of she principal reasons for mathematics underachievement in the United States. Public schools in the United States engage in extensive sorting of students into sharply differentiated curricula by the end of sixth or seventh grade. This study examines the ways in which students' assignment to ability groups in middle and secondary school mathematics are influenced by the organizational features and placement policies of the schools themselves. Specifically, this research examines the fast track tn mathematics which includes only 16 to 17 percent of U.S. students and is critical for qualification for college mathematics and physical science programs. The views of college admissions officers, variations by district in accelerated mathematics courses, explanations for variations in enrollment patterns, organizational factors influencing group assignment, and several case studies are discussed. Findings indicate that there are substantial variations in ability grouping that lead to inequities and arbitrary elements in student placement and that the range of abilities found in higher level tracks among different school systems can be explained by individual characteristics, and attitudes among school administrators. Implications for women and minorities are suggested. A list of 67 references is included. (CW)

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