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(...)In a comprehensive review of research on different types of ability grouping in the elementary school, Robert E. Slavin (1986) found that some forms of grouping can result in increased student achievement. Slavin's review focused on five grouping plans.- Grouping students as a class by ability for all subjects doesn't improve achievement.- Students grouped heterogeneously for most of the school day, but regrouped according to ability for one or two subjects, can improve achievement in those areas for which they are grouped.- Grouping heterogeneously except for reading instruction (commonly referred to as "The Joplin Plan") improves reading achievement.- Nongraded instruction---instruction that groups students according to ability rather than age and that allows students to progress at their own rates---can result in improved achievement.- In-class grouping---a common approach in which teachers break out two or three ability-based groups within a class for instruction---can benefit student achievement. (Slavin's research supports this practice for math instruction.Findings related to reading instruction aren't as conclusive; in-class grouping is so widespread a practice for teaching reading that it's difficult to find "control groups" for such a comparative study.)Any grouping plan, Slavin concludes, must allow for frequent reevaluation of students' skills, and such grouping must allow for easy reassignment of students who show progress.Texto Integral