Access to heterogeneous groupings to the fullest extent possible
Effective middle schools avoid segregating English learner students and those who struggle with English into permanent groupings in less rigorous tracks. Typically, such tracking minimizes student engagement in the broader school community.
In contrast, heterogeneous groupings avoid stigmatizing and segregating students who are most at risk.
The success of this method, also called mixed-ability grouping, depends on the teacher’s skill in differentiating instruction so that all students feel challenged and successful. Advocates say heterogeneous grouping prevents lower-track classes from becoming dumping grounds and ensures that all students have access to high-status content. Opponents say it is difficult for teachers to manage, hampers the brightest children from moving at an accelerated pace, and contributes to watering down the curriculum.1
Many studies support the educational benefits of heterogeneous grouping.2 As noted above, however, mixed-ability grouping requires more lesson preparation and supports for slower learners—something that professional learning community team members can develop and share.
Access also implies, in some cases, providing non-heterogeneous classes for students taking advanced courses such as geometry and calculus. In cases where only one or a few students need such access, partnerships may offer a viable alternative. In addition, distance learning may be an alternative for providing specialized or advanced course work for students who have completed and excelled at grade-level work.
In the Spotlight
Richard Henry Dana Middle School, Wiseburn Elementary School District, a 2006 Schools to Watch™-Taking Center Stage Model School
To provide an advanced math course for two students, the faculty at Dana developed a partnership with a nearby private high school that agreed to allow the students to participate in an advanced mathematics course.
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Access to grade-level, standards-based instruction
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Access to differentiated instruction
Footnotes
1 Heterogeneous Classes, (Outside Source), Small Schools Project.
2 Heterogeneous Grouping, (Outside Source), Naperville, Ill.: North Central Educational Laboratory (NCREL).
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