What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students' academic achievement: findings of two second-order meta-analyses by Saiying Steenbergen-Hu and others (2016)

Primary publication: doi.org/10.3102/0034654316675417

Primary text, publisher or institutional record: eric.ed.gov/?id=EJ1121483

Relevant evidence: Thirteen ability-grouping meta-analyses; distinguish grouping arrangements, acceleration and comparator populations.