Ability Grouping, Equity & Survival of the Quickest

As was suggested by Melanie in class, a more appropriate title for this chapter may have been “DISability grouping. The ability grouping experienced by students at Amber Hill greatly disadvantaged and discouraged students on a number of different levels. The differing opinions of student and teacher needs with respect to ability grouping was strongly evident in this chapter. Boaler identified four aspects of ability grouping which she believed had the most impact on students: working at a fast pace; pressure and anxiety; restricted opportunities; and setting decisions.

Teachers at Amber Hill believed strongly in a “one size fits all” approach to teaching and learning mathematics. As was indicated by Melanie, the primary reason for introducing ability grouping was due to the fact that teachers would have the opportunity to deliver the same content to the entire group. However, as was evident from the study, students were very dissatisfied with the structure of the lessons. Students were on opposite ends of the continuum- some felt lessons were too slow (and hence lessons are boring and students are not engaged) while other students felt lessons were much too fast (as a result students became confused and “lost”).

With respect to pressure and anxiety, many of the students at Amber Hill reported a feeling of judgement from peers within their particular set, which in turn created anxiety among students. This contrasts with teachers beliefs. They assumed that ability grouping would create a competitive environment for students, which in turn would increase student achievement. What the teachers didn’t anticipate was the negative effect ability grouping would have on students. In a number of instances students indicated they didn’t perform well on assessments due to a lack of encouragement to do well. They knew that no matter how hard they tried, they would only attain the grade associated with the particular set within which they were placed.

According to students at Amber Hill, ability grouping restricted many opportunities. The same group of students report feeling “cheated” by the system, as they would only attain the grade associated with the particular set within which they were placed. How frustrating this must have been! Even if a student had the ability and mathematical know-how to achieve an A grade, because they were in G set, then this was the highest mark they would receive.

Another characteristic which restricted the opportunities for ability grouped students as indicated by the students at Amber Hill was the fact that social class was a large determinant for student placement in a particular set. Very often, students from lower social classes were placed in lower sets, regardless of student ability. The same was true of students who were flagged as having behaviour problems. It was quite evident that decisions regarding sets was not always an accurate reflection of student ability.

I was alarmed and concerned to discover that set decisions were hidden from students and decided upon at an early age (as early as grade 4). This does not account for student growth, development and maturity. Just as one student can show much improvement with respect to ability, a student’s ability can decline as the student matures. Yet, this model allows for no change.

Through class discussions, we alluded to the fact that in Newfoundland and Labrador, students are not paced in particular sets as such. However, once students reach junior and senior high, there is a division based on academic ability. Students have the opportunity to take basic, academic, or advanced courses. As is the case in England, once a student chooses the basic course route, there is no change for that student- he/she has to remain in the basic stream regardless if student ability increases. That being said, student grades are not determined based on the course route they choose, each individual still has the ability to achieve a grade ranging from 0 – 100. As a math teacher I always encourage students to stick with the academic stream; I offer extra help and tutorials, and whatever else I can do to ensure the student experiences success. As well, for those who choose the basic route, I ensure all implications/restrictions of choosing such a route are made clear to both the individual and the parent. Unlike England, students in Newfoundland and Labrador have a choice as to which group they are placed in. A teacher can make recommendations, but ultimately the final decision lies on the shoulders of the student.