Suzanne Macqueen
Academic outcomes from between-class achievement grouping: the Australian primary context
University of Newcastle Australia
grouping students academic achievement level practised wide variety forms contexts century despite general consensus research betweenclass achievement grouping provides overall benefit students practice persisted various guises betweenclass achievement grouping common high schools also practised number primary schools various countries affective outcomes practices investigated recently academic outcomes primary level studied recent decades paper examines academic outcomes betweenclass achievement grouping literacy numeracy classes australian primary schools results standardised tests compared two groups schoolsone regroups students areas one maintains mixedachievement classes argued current regrouping practice closely resembles streaming provides apparent academic advantage students