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In this investigation I explore teachers' perspectives on just grade allocation. The study was carried out among language, math and science teachers in a national sample of Israeli high schools, where teachers were required to weigh a set of considerations that are used in the decision on grade allocation. Findings suggest that (a) a teacher's decision is based on a weighted combination of multiprinciples of allocation, (b) equity by output (students proved academic success) is the ruling consideration, and (c) the weight given to the various considerations differ by teachers' subject matter expertise. The appeared difference placed science teachers vis-à-vis math and language teachers, unlike the expected humanities (language)-sciences (math and science) dichotomy. Comparison of grading considerations by student capacity suggests that about half of the teachers consider differential grading considerations for "weak" and "strong" students as just, attributing greater weight to academic input (effort) and need for encouragement when grading their "weak" students.

Assuming that the intellectual level of the classroom ajfects the quality of learning environments, it is argued that separating students into homogeneous educational frameworks enriches the environment for high-resource students and impoverishes it for lowresource students, whereas the converse occurs under heterogeneous mixing. Academic achievement consequently will be affected. This argument was subjected to an empirical analysis in two Israeli samples, one ethnically and socioeconomically heterogeneous, the other socially homogeneous. First, presuppositions concerning the impact of three dimensions of student-body composition on academic achievement were probed. It was found that (a) the intellectual component of student-body composition outweighs both ethnic and socioeconomic components; (b) classroom composition is more effective than school composition; and (c) classroom intellectual level is more effective than its variance. Subsequently, two hypotheses were supported: classroom intellectual composition positively affects the student's academic achievement, and compositional quality and personal ability interact (i.e., low-resource students are more sensitive than high-resource students to compositional quality). An educational implication follows: In separation, the low-resource students' loss is greater than the high-resource students' profit, and in mixing, the high-resource students' loss is smaller than the low-resource students' gain.

Drawing from both social justice and deprivation research, we conceptualize expressions of sense of deprivation (equated with sense of injustice) as a three-faceted structure de®ned by mode of experience, social reward, and social sphere of allocation. To empirically verify the ®t between this conceptual structure and the actual con®guration of people's deprivation reactions, we use a research model of two modes of experience (cognition and emotion), three classes of rewards (instrumental, relational and symbolic), and two social spheres of allocation (school and society at large). A Similarity Space Analysis (SSA) of 17 measures (that represents this model with data collected among Israeli adolescents) reproduced the three-dimensional structure of sense of deprivation, although not all hypothesized af®nities and distances between measures were empirically reconstructed.