Commentary on “Does Sorting Students Improve Scores? An Analysis of Class Composition”

Brulles D. Peters S. J. Saunders R. (2012). Schoolwide mathematics achievement within the gifted cluster grouping model. Journal of Advanced Academics, 23, 200-216. doi:10.1177/1932202x12451439

Brulles D. Saunders R. Cohn S. (2010). Improving performance for gifted students in a cluster grouping model. Journal for the Education of the Gifted, 34, 327-352. doi:10.1177/1932202x12451439

Collins C. C. Gan L. (2013). Does sorting students improve scores? An analysis of class composition. Cambridge, MA: National Bureau of Economic Research. Retrieved from http://www.nber.org/papers/w18848

Gentry M. (2014). Total school cluster grouping: A comprehensive, research-based plan for raising student achievement and improving teacher practices (2nd ed.). Waco, TX: Prufrock.

Gentry M. Owen S. V. (1999). An investigation of total school flexible cluster grouping on identification, achievement, and classroom practices. Gifted Child Quarterly, 43, 224-243. doi:10.1177/001698629904300402

Goldring E. B. (1990). Assessing the status of information on classroom organizational frameworks of gifted students. Journal of Educational Research, 83, 313-326. doi:10.1080/00220671.1990.10885977

Kalogrides D. Loeb S. (2013). Different teachers, different peers: The magnitude of student sorting within schools. Educational Researcher, 42, 304-316. doi:10.3102/0013189x13495087

Kulik C.-L. C. Kulik J. A. (1982). Effects of ability grouping on secondary school students: A meta-analysis of evaluation findings. American Educational Research Journal, 19, 415-428. doi:10.3102/00028312019003415

Kulik C.-L. C. Kulik J. A. (1984, April). Effects of ability grouping on elementary school pupils: A meta-analysis (ERIC Document Reproduction Service No. ED 255 329). Paper presented at the annual meeting of the American Psychological Association, Toronto, Ontario, Canada.

Kulik J. A. (2003). Grouping and tracking. In Colangelo N. Davis G. (Eds.), Handbook of gifted education (pp. 268-281). Boston, MA: Allyn & Bacon.

Kulik J. A. Kulik C.-L. C. (1987). Effects of ability grouping on student achievement. Equity & Excellence in Education, 23, 22-30.

Kulik J. A. Kulik C.-L. C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36, 73-77. doi:10.1177/001698629203600204

Lou Y. Abrami P. C. Spence J. C. Poulsen C. Chambers B. d’Apollonia S. (1996). Within-class grouping: A meta analysis. Review of Educational Research, 66, 423-458. doi:10.3102/00346543066004423

Loveless T. (2013). The 2013 Brown Center Report on American Education: How well are American students learning? (Vol. 3, No. 2). Retrieved from http://www.brookings.edu/research/reports/2013/03/18-tracking-ability-grouping-loveless

Matthews M. S. Ritchotte J. A. McBee M. T. (2013). Effects of schoolwide cluster grouping and within-class ability grouping on elementary school students’ academic achievement growth. High Ability Studies, 24, 81-97. doi:10.1080/13598139.2013.846251

Mosteller F. Light R. J. Sachs J. A. (1996). Sustained inquiry in education: Lessons from skill grouping and class size. Harvard Educational Review, 66, 797-842. doi:10.17763/haer.66.4.36m328762x21610x

Noland T. K. Taylor B. L. (1986, April). The effects of ability grouping: A meta-analysis of research findings (ERIC Document Reproduction Service No. ED 269 541). Paper presented at the 70th Annual meeting of the American Educational Research Association, San Francisco, CA.

Oakes J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press. doi:10.1177/019263658506948430

Pierce R. Cassady J. Adams C. Neumeister K. Dixon F. Cross T. (2011). The effects of clustering and curriculum on the development of gifted learners’ math achievement. Journal for the Education of the Gifted, 34, 569-596. doi:10.1177/016235321103400403

Rogers K. B. (2002). Re-forming gifted education. Scottsdale, AZ: Great Potential. doi:10.1177/016235321103400403

Slavin R. E. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57, 293-336. doi:10.3102/00346543057003293

Slavin R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60, 471-499. doi:10.3102/00346543060003471

Slavin R. E. (1993). Ability grouping in the middle grades: Achievement effects and alternatives. The Elementary School Journal, 93, 535-552. doi:10.1086/461739

Tieso C. L. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26, 29-36. doi:10.1080/02783190309554236

Tieso C. L. (2005). The effects of grouping practices and curricular adjustments on achievement. Journal for the Education of the Gifted, 29, 60-89. doi:10.1177/016235320502900104

Wheelock A. (1992). Crossing the tracks: How untracking can save America’s schools. New York, NY: New Press. doi:10.5860/choice.30-2819