Ability Grouping Predicts Inequality, Not Achievement Gains in Philippine Schools: Findings From PISA 2018

Grouping students in terms of ability and aptitude is assumed to be advantageous, given that high-performing students may be stimulated more while low-performing students may be supported more. However, studies on ability grouping often provide mixed results. Additionally, although ability grouping...

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Main Authors: Trinidad, Jose Eos R, King, Ronnel B
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Published: Archīum Ateneo 2021
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Online Access:https://archium.ateneo.edu/is-faculty-pubs/36
https://link.springer.com/article/10.1007/s10671-021-09307-8#:~:text=Drawing%20on%20the%20Philippine%20data,not%20engage%20in%20ability%20grouping.
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spelling ph-ateneo-arc.is-faculty-pubs-10362022-01-24T02:59:26Z Ability Grouping Predicts Inequality, Not Achievement Gains in Philippine Schools: Findings From PISA 2018 Trinidad, Jose Eos R King, Ronnel B Grouping students in terms of ability and aptitude is assumed to be advantageous, given that high-performing students may be stimulated more while low-performing students may be supported more. However, studies on ability grouping often provide mixed results. Additionally, although ability grouping is a common practice in the Philippines, it has not been empirically investigated with a nationally representative dataset. Drawing on the Philippine data in PISA 2018 which contained responses from 6952 students nested in 180 schools, we found that students in schools that practice ability grouping did not perform any better than those in schools that did not engage in ability grouping. More importantly, schools which practice ability grouping had greater academic inequalities among students. Similar academic inequalities were also more prevalent for urban and more advantaged schools while less prevalent for private schools. Taken together, these results suggest the need to attend to sources of inequalities among students in a school, and to reconsider assumptions for the supposed benefits of ability grouping. 2021-11-05T07:00:00Z text https://archium.ateneo.edu/is-faculty-pubs/36 https://link.springer.com/article/10.1007/s10671-021-09307-8#:~:text=Drawing%20on%20the%20Philippine%20data,not%20engage%20in%20ability%20grouping. Interdisciplinary Studies Faculty Publications Archīum Ateneo Philippine education Program for International Student Assessment education policy ability grouping Education Educational Methods Education Policy
institution Ateneo De Manila University
building Ateneo De Manila University Library
continent Asia
country Philippines
Philippines
content_provider Ateneo De Manila University Library
collection archium.Ateneo Institutional Repository
topic Philippine education
Program for International Student Assessment
education policy
ability grouping
Education
Educational Methods
Education Policy
spellingShingle Philippine education
Program for International Student Assessment
education policy
ability grouping
Education
Educational Methods
Education Policy
Trinidad, Jose Eos R
King, Ronnel B
Ability Grouping Predicts Inequality, Not Achievement Gains in Philippine Schools: Findings From PISA 2018
description Grouping students in terms of ability and aptitude is assumed to be advantageous, given that high-performing students may be stimulated more while low-performing students may be supported more. However, studies on ability grouping often provide mixed results. Additionally, although ability grouping is a common practice in the Philippines, it has not been empirically investigated with a nationally representative dataset. Drawing on the Philippine data in PISA 2018 which contained responses from 6952 students nested in 180 schools, we found that students in schools that practice ability grouping did not perform any better than those in schools that did not engage in ability grouping. More importantly, schools which practice ability grouping had greater academic inequalities among students. Similar academic inequalities were also more prevalent for urban and more advantaged schools while less prevalent for private schools. Taken together, these results suggest the need to attend to sources of inequalities among students in a school, and to reconsider assumptions for the supposed benefits of ability grouping.
format text
author Trinidad, Jose Eos R
King, Ronnel B
author_facet Trinidad, Jose Eos R
King, Ronnel B
author_sort Trinidad, Jose Eos R
title Ability Grouping Predicts Inequality, Not Achievement Gains in Philippine Schools: Findings From PISA 2018
title_short Ability Grouping Predicts Inequality, Not Achievement Gains in Philippine Schools: Findings From PISA 2018
title_full Ability Grouping Predicts Inequality, Not Achievement Gains in Philippine Schools: Findings From PISA 2018
title_fullStr Ability Grouping Predicts Inequality, Not Achievement Gains in Philippine Schools: Findings From PISA 2018
title_full_unstemmed Ability Grouping Predicts Inequality, Not Achievement Gains in Philippine Schools: Findings From PISA 2018
title_sort ability grouping predicts inequality, not achievement gains in philippine schools: findings from pisa 2018
publisher Archīum Ateneo
publishDate 2021
url https://archium.ateneo.edu/is-faculty-pubs/36
https://link.springer.com/article/10.1007/s10671-021-09307-8#:~:text=Drawing%20on%20the%20Philippine%20data,not%20engage%20in%20ability%20grouping.
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