Poverty and limited English proficiency have come to be used as at-risk indicators because of their relationship to low school achievement and to other phenomena negatively affecting school performance, such as suspension, grade retention, and dropping out. All students have a right to a complete, balanced mathematics program. Students should have an opportunity to interact with students of various ability levels. Ability grouping is, by itself, harmful to students in remedial programs. In fact, some researchers have indicated that ability grouping is one of the principal reasons for mathematics underachievement in the United States.
All students deserve a balanced mathematics curriculum that provides both challenge and application.
Placement of students without restriction by prior level of arithmetic skills. Challenging curriculums for those students who do not speak English. Frequent activities that are complex and expect students to respond verbally and in writing. Support and encouragement for parents to work with their children. References National Council of Teachers of Mathematics.