Finally, the study found that even when mathematics course titles are the same, the curricular goals emphasized by the teachers and the instructional strategies they employed to meet those goals differ in ways that lead to unequal opportunity to learn mathematics. For example, an examination of the middle school mathematics instruction in six different school districts found that in most districts a clear tracking hierarchy existed. This distinction in the design of the research reported is an important one. Given the varying opportunities to learn mathematics in the different tracks one would clearly expect to find differences in mathematics achievement as a consequence. In reviews of research comparing the achievement of students in heterogeneous classes with comparable students in ability-grouped classes, few differences in achievement have been found.
Many studies show that highly capable students do as well in mixed ability classes.
The persistence of homogeneous grouping is particularly troubling given the long-term effects on female and minority students, both groups of whom are dramatically underrepresented in the mathematics and science areas. Recent assessments in mathematics achievement suggest students in the United States are not generally strong in mathematics, with too few students, especially minority and female, studying higher level mathematics. The reform literature in mathematics education argues strongly for the need of a quality mathematics education for all students. Wisconsin Center for Education Research. Meeting national goals for 2000 and beyond in mathematics education.