Effects of Class Heterogeneity in Junior High School

Abstract

Classroom process data from 27 junior high school English classes in a large metropolitan school district were analyzed to assess the learning environment, classroom managerial constraints, and general teacher effects associated with teaching in classes with wide ranges of student academic entering level. A series of regression models that accounted for differences in teachers' management skill levels and entering class mean achievement levels was used to evaluate relationships between class heterogeneity (standard deviations of students' entering achievement scores) and a variety of classroom process measures and teacher self-report variables. Results suggest that heterogeneity of students' entering achievement levels in a given class limits teachers' successful adaptation of instruction to individual student academic and affective needs. Higher heterogeneity was also associated with a lesser degree of student task engagement and cooperation. Effects of extreme heterogeneity were greater in classes taught by relatively poor managers.