Flexible Grouping and Student Learning in a High-Needs School

Abstract

The study focused on the impact of flexible grouping on student learning during a period of time in a high-needs school. The study tracked nontransient, below-goal elementary students on multiple literacy assessments during a 5-year flexible grouping implementation. Results showed that the percentage of students attaining mastery increased in 16 of 19 over-time comparisons. Increases in the percentage of students At Mastery ranged from 10% to 57%. The percentage of teachers using flexible grouping on a weekly basis increased from 25% to 95% during the same 5-year period. Teachers attributed the impact of flexible grouping to (a) focused instruction related to particular learning needs, (b) the ability to keep student attention focused on the instructional task, and (c) increased student confidence. The results support the use of flexible grouping to improve student learning for below-goal students without the potentially negative effects of ability grouping.

Ability Grouping is on the Rise, but Should It Be?

“…The data collected from the QRI results showed increases in the percentage of students at mastery on six out of seven comparisons. As for the Writing Prompts assessments, Castle et al (2005) found increases in the percentage of students at mastery in five of the six comparisons. The percentage of students attaining at mastery increased in sixteen out of the nineteen comparisons, and increases ranged anywhere from 10% to 57% throughout the five-year study.…”

“…Teachers assess students frequently to determine student growth and reassign students to different groups based on their results (Tieso, 2003). This strategy of flexible ability grouping is aimed to meet the fluctuating needs of all learners within a classroom (Castle et al, 2005).…”

“…Castle et al (2005) found that teachers commonly have students with differences in abilities ranging from three to five years within one single classroom. Aside from academic differences, often times classrooms contain students from diverse backgrounds, languages, and cultures.…”

“…Castle, Deniz, and Tortura (2005), conducted a study that examined these students predominantly, and how flexible within-class ability grouping affects their learning. The focus of the study was to determine if the percentage of students reaching mastery in reading and writing increased throughout the implementation of within-class ability grouping (Castle et al, 2005). The school population was considered high needs for the following reasons.…”

“…Castle et al (2005) tracked only the non transient, below-goal students in grades two through six. Student achievement data was collected from the QRI, state-standardized tests, and Writing Prompt scores for a five-year period.…”