A comparison of the achievement test scores in the intermediate grades in a school using performance grouping and a school using heterogeneous grouping

dc.contributor.author	Burton, Priscilla J.	en
dc.date.accessioned	2017-03-02T21:45:40Z
dc.date.available	2017-03-02T21:45:40Z
dc.date.issued	1961	en
dc.description.abstract	The main purpose of this study was to investigate whether or not a form of ability grouping known as performance grouping had an effect on the students' achievement test scores that would not be obtained in a heterogeneous classroom. The major hypothesis held was that added gains would be shown on the standardized achievement test scores by the students in a school using performance grouping that would not be shown by students in a school using heterogeneous grouping.	en
dc.identifier.uri	https://scholarworks.montana.edu/handle/1/11524	en
dc.language.iso	en	en
dc.publisher	Montana State College, Division of Education	en
dc.rights.holder	Copyright 1961 by Priscilla J. Burton	en
dc.subject.lcsh	Ability grouping in education	en
dc.subject.lcsh	Academic achievement	en
dc.subject.lcsh	Middle school students	en
dc.title	A comparison of the achievement test scores in the intermediate grades in a school using performance grouping and a school using heterogeneous grouping	en
dc.type	Professional Paper	en
mus.data.thumbpage	67	en
thesis.degree.department	Education.	en
thesis.degree.genre	Professional Paper	en
thesis.degree.name	M Ed	en
thesis.format.extentfirstpage	1	en
thesis.format.extentlastpage	76	en

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