When students are grouped by ability tracks, low achievers are isolated from models of achievement motivation and more effective strategies. Effort may be undermined when adults use stereotypical images to either excuse or blame students based on social identity categories and crowds to which they belong. For example a teacher may excuse poor student test performance on the basis of family background. By the same token, a teacher may blame the family background for the performance. In either case, student achievement is undermined.
Teachers increase awareness of adolescent social systems.
Avoid making achievement a game of winners and losers. Ability grouping and grading on a curve place students in competitive situations as winners or losers. Enhance the status of academic achievement. Brown believes this is the most powerful influence on student achievement. Since there is a positive relationship between student achievement and popularity, schools should give more public recognition to high achievement.