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High-Ability Grouping: Benefits for Gifted Students' Achievement Development Without Costs in Academic Self-Concept.
- Source :
- Child Development; Jul/Aug2019, Vol. 90 Issue 4, p1185-1201, 17p, 1 Diagram, 4 Charts
- Publication Year :
- 2019
-
Abstract
- Effects of full-time ability grouping on students' academic self-concept (ASC) and mathematics achievement were investigated in the first 3 years of secondary school (four waves of measurement; students' average age at first wave: 10.5 years). Students were primarily from middle and upper class families living in southern Germany. The study sample comprised 148 (60% male) students from 14 gifted classes and 148 (57% male) students from 25 regular classes (matched by propensity score matching). Data analyses involved multilevel and latent growth curve analyses. Findings revealed no evidence for contrast effects of class-average achievement or assimilation effects of class type on students' ASC. ASC remained stable over time. Students in gifted classes showed higher achievement gains than students in regular classes. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00093920
- Volume :
- 90
- Issue :
- 4
- Database :
- Complementary Index
- Journal :
- Child Development
- Publication Type :
- Academic Journal
- Accession number :
- 137489202
- Full Text :
- https://doi.org/10.1111/cdev.12996