This new review study by Saiying Steenbergen-Hu, Matthew C. Makel, Paula Olszewski-Kubilius published in Review of Educational Research looked at two meta-analyses on ability grouping and acceleration and I am personally glad because the insights in our book are confirmed.
Abstracts of studies are sometimes not so good, but this is a clear summary:
Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K–12 students’ academic achievement. Outcomes of 13 ability grouping meta-analyses showed that students benefited from within-class grouping (0.19 ≤ g ≤ 0.30), cross-grade subject grouping (g = 0.26), and special grouping for the gifted (g = 0.37), but did not benefit from between-class grouping (0.04 ≤ g ≤0.06); the effects did not vary for high-, medium-, and low-ability students. Three acceleration meta-analyses showed that accelerated students significantly outperformed their nonaccelerated same-age peers (g = 0.70) but…
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