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Researchers at Peking University conducted a study on the effects of ability tracking, a practice of grouping students based on their test scores, on students' academic and non-academic outcomes in rural junior high schools in China. The study found that ability tracking had no statistically significant effect on students' academic or non-academic outcomes overall. However, it did help reduce math anxiety among high-ability students. The study also found that ability tracking was associated with lower math scores for low-ability boarding students compared to non-boarding students in comparison schools. The research was supported by the National Natural Science Foundation of China and has been peer-reviewed. [Extracted from the article]