Ability grouping is a divisive issue among parents, teachers, and policymakers.
Members of the National Forum to Accelerate Middle Grades Reform have struggled with the many nuances of ability grouping and have come to consensus on this statement of policy, which is the first in a series of education reform issues we will address. Such schools demonstrate a non-negotiable commitment to the intellectual growth, academic success and healthy development of every student. They work deliberately to diminish disparities in students' learning and achievement, and to provide opportunities for students to develop the knowledge and skills needed for democratic participation in their schools and communities. In high-performing schools, heterogeneous assignment of students is the norm. When students are grouped and regrouped for purposes of instruction, the assignment is temporary and based on diagnosed needs, interests, and talents of students, not on a single achievement test.