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This thesis discusses the pros and cons of grouping by ability in secondary English.

The primary purpose was to determine whether there were differences in the amount of change produced by two plans of elementary school organization for the instruction of rapid learners in order to develop a sound policy of organizing the elementary school. A secondary purpose was to determine the effects of the two plans on other pupils in the sections being studied.

"Teaching reading to girls and boys with different levels of ability and various backgrounds is a challenging task for any teacher to face. This task becomes even more difficult when the class is composed of pupils in two grades under the same teacher. The purpose of this experiment is to show the need for, and the benefits derived from, group instruction in teaching reading to a first and second grade, in the same room, under the same teacher"--Chapter 1. / Advisor: Robert C. Moon, Major Professor. / "A Paper." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Includes bibliographical references.

We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students' Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008-2009 within-class ability grouping was used. In 2009-2010 schoolwide cluster grouping was implemented. In 2010-2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading.

We evaluated the effects of one year of schoolwide cluster grouping on the academic achievement growth of gifted and non-identified elementary students using a piecewise multilevel growth model. Scores from 186 non-identified and 68 gifted students' Measures of Academic Progress Reading and Math scores were examined over three school years. In 2008-2009 within-class ability grouping was used. In 2009-2010 schoolwide cluster grouping was implemented. In 2010-2011 students once again were grouped only within classrooms by ability and students identified as gifted were spread across all classrooms at each grade level. Results suggest that schoolwide cluster grouping influenced student performance in the year following its implementation, but only for mathematics and not the area of reading.

Research on the effects of school desegregation has failed to produce conclusive findings. An over emphasis on the outcomes of school desegregation, usually assessed through the use of standardized test scores, has created a situation in which there exists a paucity of studies of the day to day process of school desegregation: instructional practices, student interaction, and teacher behavior in the classroom. More research on the process of school desegregation is needed if its results or outcomes are to become more interpretable.

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