Ability grouping

Analyzing research is a good place to start when determining the best methods of educating students. As educators, we have an obligation to our students to employ practices that are aimed to maximize their potential for growth.  When it comes to the controversy on ability grouping, the research seems like a good place to start. This chapter contends that ability grouping for gifted students is linked to “substantial gains in academic achievement, creativity, and other thinking skills”(Davis and Rimm p.13). It seems to me that if research asserts that grouping gifted and talented student is of substantial benefit to them, then that is the method that we should be using until, other research can prove that assertion no longer valid, or until we find a method for educating gifted and talented students that is even more effective.  

There are advantages and disadvantages associated with ability grouping for gifted and talented learners. One advantage is that gifted and talented learners tend to demonstrate willingness to learn when grouped with other gifted and motivated learners (Davis and Rimm p.13). A disadvantage is that according to the stigma theory, when grouped homogeneously, gifted learners tend to have a slightly lower self-concept. In my personal opinion, because the data supports the practice of ability grouping for gifted students (Davis and Rimm p.13), I maintain that we should continue to do it.