This study challenges the belief that homogeneous ability grouping benefits high-ability students in cognitive and social-emotional development at the expense of their low-ability peers. Contradicting results from past research, our findings indicate that homogeneous grouping has no overall advantage for high-ability kindergartners. Under adequate literacy instruction time, grouping improves medium-ability and low-ability students’ general learning behaviors, accelerates the formers’ literacy growth and reduces the latter’s internalizing behaviors. Only high-intensity grouping with limited instructional time is detrimental to low-ability students’ literacy learning.
Hong, G., Corter, C., Hong, Y., & Pelletier, J. (2012). Differential effects of literacy instruction time and homogeneous grouping in kindergarten: Who will benefit? Who will suffer? Educational Evaluation and Policy Analysis. 34(1), 69-88.