Ability Level Instruction Results on Broad Reading

The purpose of this study is to determine the effects of ability level grouping on seventh-grade broad reading skills. The study aims to determine whether ability level instruction will lead to positive growth in seventh-grade students’ broad reading skills. The study will look at seventh graders in a reading course with three levels: 1) students who have met or exceeded MCA standards, 2) students who have partially met MCA standards, 3) students who have not met MCA standards and examine possible growth of broad reading skills when provided instruction with students of similar abilities. Effects of ability level instruction will be measured using data collected by student participation in a district-mandated assessment. ABILITY LEVEL INSTRUCTION 6 Chapter One Introduction Ask teachers about the challenges they face in the classroom and you are apt to hear a common theme emerge. Presumably, teachers will address the challenge to provide appropriate, challenging instruction to all of their students. They will likely note the vast spectrum of abilities and skills their students have, the challenge to ensure each group of students is being pushed to grow and master concepts, as well as the struggle to ensure each learning group is engaged in purposeful instruction. As teachers share their challenges with you, “A prominent and consistent theme in education in general and reading, in particular, is how to provide instruction so that it is effective for all children” (Chorzempa & Graham, 2006, p. 529) may become apparent. Teachers may share with you accounts of the students in their class who cannot read, students who are just below grade level, the students at grade level, and those that are exceeding expectations. They may try to express the difficulties of providing purposeful instruction to children of all groups simultaneously. Teachers may talk about the number of ‘groups’ they have for each subject and how they provide differentiated instruction to the different student groups in an effort to meet the students’ needs. This “ability grouping” gives teachers the ability to provide instruction to each group of students at their skill and/or ability level and is used in classrooms across the country. Ability grouping has been, and continues to be, practiced and studied with a prominence that has fluctuated over the course of time (Chorzempa & Graham, 2006, p. 529), in part due to the mixed research results. Ability grouping ABILITY LEVEL INSTRUCTION 7 is an especially popular practice in the area of reading. On a practical level, teachers note ability grouping allows them to adapt learning goals and outcomes, as well as the instructional activities and pace to meet students’ unique needs; additionally, teachers are able to provide supplemental and enrichment support to students’ as needed (Lou et al., 1996; Vaughn et al., 2003). However practical it may seem, there has also been a backlash against the practice of ability grouping, with several studies demonstrating ability grouping is not effective and, in some cases, even detrimental to student learning. Opponents of ability grouping argue that students in low-ability groups may face social stigmatization and fewer academic demands (Elbaum, Schumm, & Vaughn, 1997; Hiebert, 1983). Opponents also state that ability grouping may increase the achievement gap because students in lower ability groups receive inferior instruction (Hiebert, 1983; Moody, Vaughn, & Schumm, 1997). The abundance of information and research examining the use and effects of ability grouping is, by all means, inconclusive and conflicting, which has continued to drive researchers and educators to examine and use the practice of ability grouping as they seek effective ways to meet the unique needs and ability levels of all students within a class. General problem/issue. The struggle to meet the unique needs of all students in a class was the catalyst for this study. The extensive reading needs demonstrated by a sizeable class of students was recognized by administration and staff, and after thoughtful conversations and creative scheduling, a leveled class (Reading Workshop) was created in an effort to meet the needs of students in the class. ABILITY LEVEL INSTRUCTION 8 Subjects and Setting Description of subjects. The participants in this study included the entire population of 7th-grade students in a rural mid-western school. The population of the 7th-grade class is 52 students; 98% are Caucasian, which largely reflected the homogeneous population of the student body. The student body, Kindergarten through 12th grade, is composed of 507 students and is 99% Caucasian and 1% Minority. Almost half, 46.8%, of the student body receives free and reduced meals and 18% of the student body has an Individual Education Plan (IEP); while 23% of the 7th-grade class has an IEP. Selection criteria. Prior to the beginning of the school year, all 7th-grade students were enrolled in a daily Language Arts class. They were all also assigned to a new required course: Reading Workshop. The students were assigned to one of three Reading Workshop groups based on their previous Minnesota Comprehensive Assessment (MCA) Reading scores. The 21 students whose MCA reading scores exceeded state MCA standards were assigned to the first Reading Workshop group and received one additional instructional period per week. The second Reading Workshop group was composed of 17 students who partially met state MCA standards and received two additional instructional periods per week. The 14 students in the third Reading Workshop group had not met state MCA standards and received two additional instructional periods per week. Description of setting. The study took place in a small mid-western town where approximately 21% of the residents have an income below the poverty line, which is reflective of the county. The county is consistently rated one of the poorest ABILITY LEVEL INSTRUCTION 9 counties in the state with the second lowest per-capita income, the fourth lowest median family income, and an unemployment rate of 6.3% (Hansel, 2017). Almost half, 46.8%, of the student body receives free and reduced meals. The student body is 99% Caucasian, reflective of the county population, which according to the United States Census Bureau, is 96% Caucasian. The average class size is 37 students. All Pre K-12th grade students are housed in the same building. Several teachers provide instruction Kindergarten through 12th grade and some spaces in the building are utilized by all of the students at some point during the school day (cafeteria, gyms, music, library, art). Co-curricular (FFA, BPA, Speech, Knowledge Bowl) and extracurricular activities (sports, trap team) are a livelihood of students, teachers, and community members, with most students being in several activities throughout the year. Several co-curricular and extra-curricular activities are paired with a neighboring school community and many teachers serve as coaches, officials, judges, and statisticians. Informed consent. Permission to conduct this study was obtained from the Institutional Review Board at Minnesota State University and from the school district. The school district’s IRM procedure was followed to obtain permission and conduct research. This involved receiving permission from the Superintendent. Protection of human subjects participating in research was assured. Participants were informed of the purpose of the research and any procedures required by the participant, including disclosure of risks or benefits. The choice to participate or withdraw at any time was outlined in both verbal and written form. As none of the students were eighteen, their parents were informed of the nature of ABILITY LEVEL INSTRUCTION 10 the study and were asked to give written consent for their child to participate in the research study. Problem statement. A large number of students in the 7th-grade class have basic reading skills that are below state standards. However, some students in the class have met and exceeded state standards. The district is concerned about improving the basic reading skills of students who are below state standards, yet, does not want to impede the learning of those students who have met or exceeded state standards. ABILITY LEVEL INSTRUCTION 11 Chapter Two Review of Literature Although ability grouping in schools has been researched for decades, the mixed research results continue to drive current research and fuel the debate between advocates and opponents of the pros and cons of ability grouping in the educational setting. Slavin (1987) reviewed results of multiple research studies and determined research supported within-class ability grouping and unclear results of studies using between-class grouping. Sorensen and Hallinan’s (1986) conclusion on the effects of ability grouping was also mixed but acknowledged a positive effect when the instruction was provided to small, homogeneous groups. A study in the UK by Wiliam and Bartholomew (2004), on ability grouping in math, showed that ability grouping did not improve the achievement of students. The reviewed studies noted variables in student effort, teacher-student relationships, behavior patterns and teacher experience as variables that were not measured but were likely impactful on research results. Definition of terms. For the purpose of this study, the following terms are defined: Homogeneous: “organization of instructional classes on the basis of students’ similarity on one or more specific characteristics” (Esposito, 1973, p. 165) Heterogeneous: “students of mixed ability” (Chorzempa & Graham, 2006, p. 529). Ability grouping: “students are assigned to heterogeneous homeroom classes for part or most of the day, but are ‘regrouped’ according to achievement level for one or more subjects” (Slavin, 1987, p. 295). ABILITY LEVEL INSTRUCTION 12 Within-class ability grouping: “teachers organizing students into small