Accelerating Mathematics Achievement Using Heterogeneous Grouping

By C. Burris, Jay P. Heubert, Henry M. Levin. 2006

197 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation

View Paper: https://www.semanticscholar.org/paper/89bab06af3343fb9fdf24e74fab1cacda8b1b4ce

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jo Boaler
2. Henry M. Levin
3. Ilana Seidel Horn
4. C. Belfield
5. Sabrina Zirkel
6. Nikki Edgecombe
7. C. Rouse
8. Adam Gamoran

In Modeling and Simulation

1. Jo Boaler
2. Ilana Seidel Horn
3. Henry M. Levin

Citations in the corpus

• The Influence of Multicultural Educational Practices on Student Outcomes and Intergroup Relations (2008, background): “In their research concerning this process, Burris and her colleagues (Burris et al., 2004, 2006; Burris & Welner, 2005) found that more students at every level of prior achievement (previous low, middle, and high achievers) took more advanced mathematics courses in high school after detracking.”
• Accelerating the Academic Achievement of Students Referred to Developmental Education. CCRC Working Paper No. 30. (2011, background): “Burris, Heubert, and Levin (2006) examine this issue in their longitudinal study of universal acceleration at the middle and high school levels in a New York school district.”
• Accountability, Rigor, and Detracking: Achievement Effects of Embracing a Challenging Curriculum as a Universal Good for All Students (2008, unknown): “the learning of higher achievers decreases in detracked, heterogeneous classes (Brewer, Rees, & Argys, 1995; Epstein & MacIver, 1992; Kulik, 1992), while other studies report no significant differences ( Burris, Heubert, & Levin, 2006; Figlio & Page, 2002; Mosteller, Light, & Sachs, 1996; Slavin, 1”
• Promoting student collaboration in a detracked, heterogeneous secondary mathematics classroom (2008, unknown): “Boaler & Staples, 2008; Burris, Heubert, & Levin, 2006 ).”
• The Costs and Benefits of an Excellent Education for All of America’s Children (2007, background): “A rigorous, longitudinal evaluation of this reform in mathematics showed that even the most advanced students benefit, and those who entered middle schools with the poorest records are brought into a productive mainstream in which they take more advanced mathematics courses and improve substantially”
• Turnaround Students in High School Mathematics: Constructing Identities of Competence Through Mathematical Worlds (2008, background): “Researchers have documented how opportunities for learning are unequally distributed to students in ways that correspond to race and class (Oakes, 1985, 1990) and the potential for teachers and schools to organize in ways that minimize such stratification by supporting all students’ academic advance”
• Tracking and Inequality: New Directions for Research and Practice (2009, background): “At the middle school level in this New York school district (Burris et al., 2006), teachers implemented an accelerated curriculum for all students, paired with a supplemental workshop to support students who had trouble keeping up.”
• Ability and Mathematics: The Mindset Revolution that Is Reshaping Education. (2013, background): “In the US, for example, Burris et al (2006) compared six annual cohorts of students attending a middle school in the district of New York.”