The Effects of a Mixed-Ability Classroom
\nTHE EFFECTS OF A CLASSROOM WITH PEOPLE OF DIFFERENT LEVELS 1
\nWhat Happens to STAR Math Scores in a Mixed-Ability Classroom?<\/p>\n
West Alabama University
\nTech of Educational Research ED5049621FA1<\/p>\n
THE EFFECTS OF A CLASSROOM WITH PEOPLE OF DIFFERENT LEVELS 2
\nAbstract
\nEven before students start school, many schools, including Sand Rock High School, keep track of their skills.
\nwhen natural tracking happens in high school. When this happens, students with lower skills lose the
\nthey need to make progress, and people of all abilities lose the chance to work together.
\ndiverse peers. Mixing abilities is an alternative to tracking people with the same skills.
\nclassrooms. The goal of this study is to find out what happens in classes with students of different skill levels.
\nstudents of all levels of skill. The goal of this proposal is to find out if a change from
\nChanging from classrooms with students of the same ability to classrooms with students of different abilities will help students do better on the
\nSTAR test for 7th grade math
\n-grade Sand Rock High School students. This project says that
\nthat this change from classrooms where all the students have the same level of skill will
\nimprove student confidence and give them unique ways to learn, like being able to
\nto work with people from different backgrounds, which will make them better at STAR.
\nThese 7th graders at Sand Rock High School got these math scores. Data will be
\nInformation was collected at the start of the experiment and then every 9 weeks for a whole school year.
\nwhen teachers changed in the middle of the year.
\nTHE EFFECTS OF A CLASSROOM WITH STUDENTS OF DIFFERENT LEVELS 3
\nHow a classroom for students with different abilities affects math scores
\nChapter 1: Problem with Research
\nIntroduction
\nStudents at many U.S. schools are tracked or put into groups based on how well they do in school.
\nbefore junior high. Tracking means putting students into groups based on their abilities. Depending on
\na 2017-18 National Teacher and Principal Survey, almost half of all middle schools in the U.S.
\nStudents are put into groups based on how smart they are (Standing et al., 2021). Some schools let students do
\nIn some classrooms, teachers do this to help students learn at their own pace, while other schools group
\nclassrooms by skill level. When students are put into groups based on their abilities, they are called
\ntheir level of perceived ability as above average, average, or below average.
\nbased on how well they did on these assignments.
\nMost of the time, the classes that are above average at Sand Rock High School are also the smallest.
\nnumber, while the students who need the most one-on-one time with a teacher are in the other classes.
\nteacher have classes with more students. This is just one bad thing about putting things together this way. Too far
\nStudents who need special education, but are not gifted, are often put in the average or below group.
\naverage groups. Also, students who are learning English (ELL), students from other minority groups, and
\nlow-socioeconomic-status students are often put in the average or below-average group more than they should be.
\ngroups that don’t stand out (Childhood Education, 2014). Putting people together in this way is bad for everyone.
\nlevels of ability, so that each group of students tends to stay with the same group once it has been identified.
\nThere was very little movement between groups until graduation (Harklau, 1994). This hurts everyone.
\nstudents of how to work with people from different backgrounds. It also puts students who aren’t as smart in a
\nDue to lower expectations, teachers tend to water down the lessons in a classroom.
\nwhoever taught that class (Losen, 1999).
\nTHE EFFECTS OF A CLASSROOM WITH STUDENTS OF DIFFERENT LEVELS 4
\nIt has also been shown that putting students into groups based on their abilities too early hurts them.
\npsychologically. In a study of 100 students with low skills from three schools, the students were
\nasked how they felt about how well they could learn. Almost all of those students answered.
\nwith words that make you feel something, like “shame,” “upset,” and “inferiority” (McGillicuddy & Devine, 2020).
\nAlso, many high-performing countries use minimal ability grouping, which is different from how the U.S. does it.
\nUS.
\nProblem Statement for the Study
\nEven though a lot of research shows that it hurts students in lower tracks,
\nand shows no big benefits for higher-tracked students or students in classrooms with similar levels of ability.
\ncontinue to be a common thing to do in U.S. schools (Childhood Education, 2014). One
\nThe fact that it is still used is because many teachers think that not grouping by ability is a mistake.
\ndifficult to do (Ambreen & Conteh, 2021). It has also been shown that parents who talk a lot about politics have a negative effect on their children.
\nSome would-be higher-tracked students, who are more likely to be white and well-educated, don’t want to change the status quo of students having the same level of ability.
\nclassrooms into groups (Childhood Education, 2014). Sand Rock High School is just like any other school.
\nterms of parents wanting to keep things the same and keep their students in the higher ability
\ngrouped, nor in the fact that many teachers are afraid of the work that needs to be done to keep a
\nThe students are not put into groups based on their abilities.
\nEven though the above problems make change hard, data from STAR scores at
\nThe problems at Sand Rock High School show that things need to change. Scores on the STAR test of
\ntests show that the ways Sand Rock High School does things now don’t work. As another
\nI am a teacher at Sand Rock High School, and I have seen how tracking hurts students.
\nTHE EFFECTS OF A CLASSROOM WITH STUDENTS OF DIFFERENT LEVELS 5
\nbefore junior high. Students who aren’t as smart lose the confidence they need to move forward, and
\nall abilities lose the chance to work with peers with different skills.
\nChanges have been made to how teachers group students by their skills all over the country.
\nto be able to meet the needs of all students without putting them into groups based on their skills (Spear, 1994). The
\nThe goal of this study is to find out what happens to all students in mixed-ability classes and to
\nfind out if there is a link between classrooms with students of different skill levels and higher student achievement.
\nIt is thought that students who are in classes with students of different skill levels will do better than students who are in classes with only students of the same skill level.
\nare split up by skill.
\nA chart of data and a talk about it
\nIn the next table, you can see how many people are proficient and how many are not.
\nat Sand Rock High School for the
\nThe school year 2020-2021. The STAR reports are the source of this information. The numbers show that
\nis a drop in the percentage of students in grades who can read and write well.
\nmethod of putting students in groups based on their skills, i.e., 4
\nnd the 7th grade. Also, it’s worth noting that
\nStarting in the fourth grade, more students are not proficient than are proficient. Before that, the
\nThe pattern is backwards. This shows that proficiency rates go down after tracking starts.
\nTHE EFFECTS OF A CLASSROOM WITH STUDENTS OF DIFFERENT LEVELS 6
\nFY21 STAR Data (End of Year)
\nStudents in GRADE who are good at
\nSTAR
\nStudent NOT Capable of
\nSTAR
\n1
\nst 78 22
\n2
\nnd 69 31
\n3
\nrd 63 37
\n4
\nth 43 57
\n5
\nth 48 52
\n6
\nth 55 45
\n7
\nth 32 68
\n8
\nth 35 65
\nImpact on Student Achievement
\nResearch and personal experience show that there are a lot of reasons why a
\nAll students would do better in a mixed-ability classroom than in a single-ability classroom.
\ninvolved. The main point of disagreement with the last statement is about high-ability
\nstudents with different levels of ability. Many teachers say they don’t want mixed-ability classrooms because high-ability students won’t learn as much as they could.
\nwould if they were in a class with only other smart students. But research shows that even
\nEven though high-ability students do a little better at first in classes with the same level of ability,
\nThe effects are short-term and get less severe over time (Abadzi, 1985).
\nMany researchers don’t like homogeneous-ability grouping because it puts a lot of restrictions on
\nopportunities for students of all abilities to “enjoy the cognitive and social benefits of
\nTHE EFFECTS OF A CLASSROOM WITH STUDENTS OF DIFFERENT LEVELS 7
\ngroup work, even though they spent most of their lessons sitting in groups” (Ambreen &
\nConteh, 2021). When students aren’t put in groups based on their differences, they miss out on the chance to have
\nconversations with peers who likely come from differing backgrounds and may have different
\nopinions. In a Learner\u2019s Perspective Study in which students from 14 countries were asked to
\nidentify the main event in a lesson from which they learned the most. The most common
\nresponse from 13 out of the 14 countries was \u201csomething another student said\u201d (Clarke, 2021).
\nThis is an important statement coming from students themselves. This means that without this
\ninteraction between abilities, lower ability students miss having the quality of explanations that
\ncome from their peers. Also, as said in many mathematics classrooms, \u201cIf you don\u2019t know it well
\nenough to explain it, then you don\u2019t really understand it\u201d. This is a skill that the high-ability
\nstudents miss as it is unnecessary to try to teach another person how to do a skill or how to
\nunderstand a concept if everyone around them is learning as fast as they are.
\nResearch Methodology
\nThe experimental research plan involves creating three classes of 7
\nth
\n-grade students at
\nSand Rock High School. One class will be selected by random sampling to create the mixedability class. The sample chosen was because the 7th
\n-grade year was shown to have a large
\ndecrease in proficiency levels on the STAR test from the previous year. It was also chosen as the
\nsample since my position as the math department chair for Sand Rock High School will enable
\nme to monitor the validity of the experiment without directly affecting it as I do not teach 7th
\n–
\ngrade. The sampling technique is stratified random to ensure the correct proportions of different
\nability ranges be included in the mixed-ability class. The mixed-ability class is pulled first from
\neach ability grouping randomly. Then remaining students will be divided equally down the
\nmiddle of performance level on the previous year\u2019s STAR test to ensure two homogeneously
\nTHE EFFECTS OF A MIXED-ABILITY CLASSROOM 8
\ngrouped classes by ability. Each student in 7th
\n-grade will be taught by the same teacher for the
\nfirst semester and then transition to a different teacher the second semester. This will help to
\nensure that any differences in proficiency from class to class will not be related to a difference in
\nteacher. The two homogenous classes will be taught as normal while the mixed-ability class will
\nhave the ability to incorporate collaboration activities that are otherwise impossible in a
\nhomogenous-ability classroom. Students in all three classes will be randomly assigned numbers
\nto protect their identities. Informed consent will be obtained from parents and guardians since the
\nexperiment involves minors.
\nSummary (of Chapter 1)
\nThe data reflects a problem with proficiency levels on the STAR mathematics test at
\nSand Rock High School. This study will focus on the current 7th
\n-grade class at this school. By
\ncreating a mixed-ability instead of a homogenous-ability class, it is expected that students in the
\nmixed-ability classroom will outperform students in the homogenous-ability classroom. This will
\nbe achieved by incorporating mixed-ability grouping best practices, which will, in turn, increase
\nthe confidence level of lower-ability students. It will also provide valuable collaboration
\nactivities among for ability levels.
\nChapter 2: Literature Review
\nIntroduction
\nThe majority consensus in educational literature suggests that ability grouping is harmful
\nto students. This is especially true for groups such as ELL students and minorities, that get
\ndisproportionally placed into the low-ability classes. Unfortunately, socioeconomic status is also
\na predictor of track assignment in public schools (Epple et al., 2002). In addition, the literature
\nsuggests that regardless of how students are grouped by ability, achievement gaps are evident
\nTHE EFFECTS OF A MIXED-ABILITY CLASSROOM 9
\nbetween the tracks (Chmielewski, 2014). This indicates that no matter how homogeneous ability
\ngrouping was attempted, results were the same. Even for high-ability students, it has been shown
\nto only contribute temporarily to the success of those students. Educational literature about
\nability grouping agrees on the wide range of benefits of mixed-ability grouping to include both
\npsychological, social, and academic advantages.
\nBest Practices for Increasing Proficiency
\nThe use of best practices in a mixed-ability classroom is vital to maximize the learning
\nopportunities for all students. It is important for the teacher to transition from teacher-centered to
\nstudent-centered instruction (Spear, 1994). Within the student-centered classroom, there are tools
\nthat the teacher can use to provide the proper support to struggling students while challenging the
\nstudents who are moving through the task at hand at a quicker pace.
\nIn an article by Doug Clark (2021), he offers several ways to accomplish this. The first is
\nto have a quick class discussion throughout the task at hand to help provide encouragement and
\nclarification for students who might be struggling. He also suggests the use of enabling prompts
\nwhich are only intended to get students initially on track and are only used for students who
\nmight need them. Additionally, Clark encourages the use of extending prompts for students who
\nhave finished the initial task quickly and need a challenging continuation of the task.
\nIn addition to the above-mentioned tools for differentiation, it will be helpful for teachers
\nto incorporate peer tutoring and peer explanation into the lessons. Many students learn better
\nfrom other students, so this is a very good benefit of having mixed-ability classes. Because of
\nthis, it will also be helpful to provide as much opportunity as possible for students to work
\ntogether on a task so that they can talk through their problem-solving ideas with one another. The
\ndiversity of students in a mixed-ability classroom allows for a more enriching group project
\nTHE EFFECTS OF A MIXED-ABILITY CLASSROOM 10
\nexperience. In the end, the most important tools a teacher can incorporate to making a mixedability classroom successful are patience, flexibility, and maintaining high expectations for all
\nstudents.
\nChapter 3: Methodology
\nIntroduction
\nWith the population at Sand Rock High School trending towards more nonproficient students on the STAR mathematics test than proficient, it will be important to examine
\nthe link between how students are ability-grouped and these proficiency scores. The plan for this
\nstudy is to compare the STAR mathematics scores of 7th graders homogeneously grouped by ability
\nwith those heterogeneously grouped by ability. Sand Rock has three groups of 7th graders who are
\ntypically divided up into three groups of ability: above average, average, and below average. This
\nstudy will instead create a class of mixed-ability grouped 7th graders, with two other classes who
\nremain grouped by ability. All students will then be assessed at regular intervals to determine the
\nlink, if any, between grouping practices and proficiency levels on the STAR mathematics test. It
\nis proposed that the students who are not grouped by ability will outperform the students who are
\ngrouped by ability on the STAR mathematics test. It is also proposed that there will be positive
\nchanges in the students\u2019 social and emotional health. The impact of the results from this study
\ncould affect grouping practices at Sand Rock High School, which will, in turn, benefits student
\nproficiency levels for all grades at the school.
\nPopulation
\nSand Rock School is a Pre-Kindergarten through 12th
\n-grade school, however, only 7th
\ngraders at Sand Rock will be participating in this study. This group was chosen as it is the first
\ngrade considered high school at Sand Rock, therefore, they are already in a year of transition
\nTHE EFFECTS OF A MIXED-ABILITY CLASSROOM 11
\nfrom middle to high school. This transition year will be taken advantage of since doing the study
\nin other grades would risk interfering with the education of the students as they are already in a
\nset routine in the other buildings. This grade was also chosen because the two mathematics
\nteachers of students at Sand Rock High School are willing participants in the study.
\nSample
\nAll seventy-five 7
\nth
\n-grade students will be subdivided into groups of fifteen, separated by
\ntheir scores on the previous year\u2019s STAR test. Five students will be randomly selected from each
\nof the five groups to form the mixed-ability class. The remaining students will be separated into
\ntwo equally homogeneous grouped ability classes.
\nSample Technique
\nThe sampling technique is stratified random. It is stratified to ensure the correct
\nproportions of different ability ranges be included in the sample, mixed-ability class. The mixed
\nability class is pulled first from each ability grouping randomly. The remaining students will be
\ndivided equally down the middle of performance on the previous year\u2019s STAR test to ensure two
\nhomogeneously grouped classes by ability.
\nRole of Participants and Impact on Participants
\nEach student in 7th
\n-grade will be taught by the same teacher for the first semester and
\nthen transition to a different teacher the second semester. The two homogeneous classes will be
\ntaught as normal while in the mixed-ability classes, the teacher will have the ability to
\nincorporate collaboration activities and best practices that are otherwise impossible in a
\nhomogeneous-ability classroom.
\nThere is expected to be an immediate and positive impact on students who are in the
\nmixed-ability grouped class. Those students are expected to gain confidence in their math
\nTHE EFFECTS OF A MIXED-ABILITY CLASSROOM 12
\nabilities and be able to collaborate more effectively with diverse populations, which in turn will
\nshow an increase in proficiency scores on the STAR mathematics test. Positive results from this
\nstudy will have the ability to impact practices at Sand Rock to be able to help all other grade
\nlevels of students.
\nPlan for Protection of Human Subjects
\nStudents in all three classes will be randomly assigned numbers to protect their identities.
\nThe project director will be the only person who will have access to the list of students and these
\nassigned numbers. In addition, although no harm is expected to come from participation in this
\nstudy, informed consent will be obtained from parents and guardians as this study does involve
\nminors.
\nVariables
\nThe dependent variable in this study is the proficiency percentages of the STAR math
\nscores of the 7
\nth
\n-grade students at Sand Rock High School participating in this study as this is
\nwhat is expected to be affected by the independent variable. The independent variable in this
\nstudy is the instruction techniques of mixed-ability grouping that are unavailable in
\nhomogeneously grouped classrooms. More specifically, this would include collaboration
\ntechniques that maximize the learning of all students.
\nTimeline
\nStudents will be selected for each class prior to the beginning of the school year based on
\nthe previous year\u2019s STAR mathematics scores. They will then be reassessed in the first two
\nweeks of school to ensure there are no outliers in the grouping of students. Students will not be
\nmoved at that point; any outliers will just be noted in the data. Additionally, all students will be
\ngiven the STAR assessment two additional times per semester, at the first nine-week mark and
\nTHE EFFECTS OF A MIXED-ABILITY CLASSROOM 13
\nthen at the end of the semester. The students will be assessed on the same day, except for absent
\nstudents. Those students will be assessed on the first day of their return, when possible. Potential
\nlinks between class ability grouping and STAR proficiency scores will be determined at the end
\nof the school year.
\nConstitutive and Operation Definitions
\nThe STAR mathematics test is an online assessment program that assesses 49 sets of
\nmath skills in 1st through 7th grade and 44 sets of skills in 9
\nth through 12 grades to determine a
\nstudent\u2019s overall math achievement. The three classes of students will be assigned the letters A,
\nB, and C. Class A will consist of the mixed-ability students. Class B will consist of the
\nhomogeneously grouped high-ability students, and Class C will consist of the homogeneously
\ngrouped lower ability students. The teachers will be assigned the numbers 1 and 2. Teacher 1
\nwill be the first-semester teacher, and Teacher 2 will be the second-semester teacher.
\nDescription of Data
\nThe data will come from the STAR mathematics test given to all 7th
\n-grade students. The
\ntest will be given once at the beginning of the school year and then once at the end of each nine
\nweeks for a total of five assessments. Confirmation or rejection of the hypothesis that the class of
\nmixed-ability students will outperform either class of homogeneous ability grouped students will
\noccur only at the end of the year when all data has been obtained. The arrival of the confirmation
\nor rejection of the hypothesis will be obtained from analyzing the progress of students
\nindividually and by class as a whole.
\nTHE EFFECTS OF A MIXED-ABILITY CLASSROOM 14
\nReliability and Validity of Instrument
\nThe STAR test is widely used in all fifty states in the United States to gauge the
\nproficiency levels of students in grades 1-12. It is also one of the main instruments in Response
\nto Intervention (RTI) placement at Sand Rock School. The STAR assessment will be given to
\nstudents on the same day, except for student absences, to limit different extraneous factors from
\nstudent to student. Even though the teacher will change at the semester mark, all 7th
\n-grade
\nstudents will have the same teacher at the same time to ensure that any differences in proficiency
\nfrom class to class are not related to a difference in teacher.
\nLimitations
\nCurrently, there is a high rate of absenteeism especially due to COVID quarantines. This
\ncould affect individual student achievement. In addition, any potential lack of ability of the
\nteacher to be able to incorporate sound techniques of mixed-ability classes could also affect
\nstudent achievement of the classes. The current teachers of 7
\nth graders at Sand Rock High School
\nare willing participants, but if there were any changes to this scenario, it would be important to
\nensure that any teacher participating in this study does not have potential biases about mixed
\nability grouping that could affect the outcome of the study.
\nTHE EFFECTS OF A MIXED-ABILITY CLASSROOM 15
\nReferences
\nAbadzi, H. (1985). Ability grouping effects on academic achievement and self-esteem: Who
\nperforms in the long run as expected? The Journal of Educational Research, 79(1), 36\u2013
\n40.
\nAmbreen, S., & Conteh, J. (2021). Children\u2019s interactions in ability-based groups in a primary
\nclassroom. The European Educational Researcher, 4(1), 85\u2013107.
\nBui, S., Imberman, S., & Craig, S. (2012). Poor results for high achievers. Education Next, 12(1),
\n70\u201376.
\nChildhood Education. (2014). Reiterates harm from \u201cability grouping\u201d in school. Childhood
\nEducation, 90(2), 169.
\nChmielewski, A. K. (2014). An international comparison of achievement inequality in withinand between-school tracking systems. American Journal of Education, 120(3), 293\u2013324.
\nClarke, D. (2021). Calling a spade a spade: The impact of within class ability grouping on
\nopportunity to learn mathematics in the primary school. Australian Primary Mathematics
\nClassroom, 26(1), 3\u20138.
\nEpple, D., Newlon, E., & Romano, R. (2002). Ability tracking, school competition, and the
\ndistribution of educational benefits. Journal of Public Economics, 83(1), 1\u201348.
\nHarklau, L. (1994). Tracking and linguistic minority students: Consequences of ability grouping
\nfor second language learners. Linguistics and Education, 6(3), 217\u2013244.
\nHolmes, C. T., & Ahr, T. J. (1994). Effects of ability grouping on academic achievement and
\nself-concept of African American and White students. The Clearing House: A Journal of
\nEducational Strategies, Issues and Ideas, 67(5), 294\u2013297.
\nTHE EFFECTS OF A MIXED-ABILITY CLASSROOM 16
\nLosen, D. (1999). Silent segregation in our nation\u2019s schools. Harvard Civil Rights-Civil Liberties
\nLaw Review, 34(2), 517\u2013546.
\nMcGillicuddy, D., & Devine, D. (2020). \u2018You feel ashamed that you are not in the higher
\ngroup\u2019\u2014 Children\u2019s psychosocial response to ability grouping in primary school. British
\nEducational Research Journal, 46(3), 553\u2013573.
\nSpear, R. C. (1994). Teacher perceptions of ability grouping practices in middle level schools.
\nResearch in Middle Level Education, 18(1), 117\u2013130.
\nStanding, K., Lewis, L., & National Center for Education Statistics. (2021). Pre-COVID ability
\ngrouping in U.S. public school classrooms. Data Point. National Center for Education
\nStatistics. Published.
\nSullivan, J. F. (1998). Meeting the individual needs of all learners in the inclusion classroom.
\nThe Justice Professional, 11(1\u20132), 175\u2013187.
\nWebel, C., & Dwiggins, A. (2019). Prospective elementary teachers\u2019 experiences with and
\nperspectives on grouping by ability in mathematics. Mathematics Teacher Education and
\nDevelopment, 21(2), 4\u201323.
\nTHE EFFECTS OF A MIXED-ABILITY CLASSROOM 17
\nAppendix A
\nConsent Form
\nConsent Form
\nFelisha Cleland
\nThe University of West Alabama
\nResearch Proposal Title: The Effects of a Mixed-Ability Classroom on STAR Mathematics Scores
\n1. What is the purpose of the study? The purpose of this study is to determine the effect of mixed-ability classes on all
\nstudents.
\n2. How was I chosen? You were chosen because you are a 7th grader at Sand Rock High School. The 7th grade class was chosen
\nto participate due to their being a noted drop in proficiency levels in this grade in the past.
\n3. What will be involved in participating? You will be placed in either a like or mixed ability class of students. Selection for
\nthese groups is random, and you will not be informed as to which group you are in. You will also be given 5 STAR math
\nassessments throughout the year. These assessments are not due, but this is the data that will be used in this study.
\n4. Who will know what I say? You will be assigned a random number at the beginning of research. Only Felisha Cleland, the
\nresearch director, will be aware of your specific number. That way, anything you say will be associated with your number instead
\nof your name. Also, any of your STAR scores will only be associated with your number, not your name.
\n5. What risks and benefits are associated with participation? There will be very little risk to you as you as every effort will
\nbe made to ensure that your education is not hindered by this study. However, it may be found that by your participation in this
\nstudy, changes will be made at Sand Rock School to ensure that learning is maximized for all students at Sand Rock.
\n6. What are my rights as a respondent? You may ask any questions regarding the research, and they will be answered
\nfully. Your participation in the study is voluntary; you may withdraw at any time.
\n7. What will be published? Following the completion of this research proposal, I plan to maintain my records for use in future
\npublications and scholarly presentations. I plan to publish my findings as articles in professional journals, with the ultimate goal
\nof publishing a book or a chapter in a book.
\n8. If I want more information, whom can I contact about the study? This study has been approved by the University of West
\nAlabama\u2019s Internal Review Board for the Protection of Human Subjects. This board can be contacted through the office of Mrs.
\nPatricia Pratt. In addition, my research advisor, Mrs. Annah Rogers, can be contacted at arogers@uwa.edu.
\n__________________________ ___________________________________
\nFelisha Cleland, Project Director Respondent\u2019s signature, Date
\nThis consent form has all the required information from Federal law.
\nTHE EFFECTS OF A MIXED-ABILITY CLASSROOM 18
\nAppendix B
\nAuthorization for a Minor to Serve as a Subject in Research
\nAuthorization for a Minor to Serve as a Subject in Research
\nI authorize the service of _____________________ as a subject in the research investigation entitled: The Effects of
\n(name of minor)
\na Mixed-Ability Classroom on STAR Mathematics Scores.
\nThe nature and general purpose of the research procedure and the known risks have
\nbeen explained to me. I understand that _____________________ will be given a preservice
\n(name of minor)
\nexplanation of the research and that he\/she may decline to serve. Further, I understand that he\/she may terminate
\nhis\/her service in this research at any time he\/she so desires.
\nI understand the known risks are the possibility of reading scores not increasing or being given behavior
\nmodification when it is not needed.
\nI understand also that it is not possible to identify all potential risks in an experimental procedure, and I
\nbelieve that reasonable safeguards have been taken to minimize both the known and the potential but unknown risks.
\nI agree further to indemnify and hold harmless the University of West Alabama and its agents and
\nemployees from any and all liability, actions, or causes of actions that may accrue to the subject minor as a result of
\nhis\/her activities for which this consent is granted.
\nWitness_____________________________ Signed_____________________________
\n(parent or guardian)
\nDate_______________________________
\nTo be retained by researcher
\nTHE EFFECTS OF A MIXED-ABILITY CLASSROOM 19
\nAppendix C
\nPermission to Conduct Research
\nPermission to Conduct Research
\nFelisha Cleland, Teacher
\n40 Quail Drive
\nCentre, AL 35960
\nOctober 4, 2021
\nMr. Ben East, Principal
\nSand Rock High School
\n1950 Sand Rock Ave
\nSand Rock, AL 35983
\nDear Mr. East,
\nI would like to conduct a study using the 7
\nth Grade classes of Sand Rock High School. The study
\nproposes to research the effects of a mixed-ability classroom on STAR mathematics scores. The results
\nof this study will improve the educational practices of teachers and the school. It will also impact the
\nmathematical proficiency of the students at Sand Rock School. The study will take place from August 1,
\n2022 to May 31, 2023. It will be conducted by me, Mrs. Felisha Cleland, a current mathematics teacher.
\nI feel that this research study is a very worthwhile endeavor for our students and school. Please
\nreview the enclosed information in order to make a decision concerning our school\u2019s ability to conduct
\nthis research. A consent form has been included.<\/p>\n","protected":false},"excerpt":{"rendered":"
The Effects of a Mixed-Ability Classroom THE EFFECTS OF A CLASSROOM WITH PEOPLE OF DIFFERENT LEVELS 1 What Happens to STAR Math Scores in a\u2026<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1738,2474,2482,1563,2516,2499],"tags":[2501,2518,2477,2519,2520],"class_list":["post-9706","post","type-post","status-publish","format-standard","hentry","category-help-me-with-social-psychology-assignment","category-psyc-essays","category-psyc-paper-writing-service","category-psychology-case-study-examples","category-sociology-essays","category-write-my-psychology-papers","tag-psy-papers","tag-psych-research-paper-sample","tag-psychology-assignment","tag-psychology-dissertation-writing","tag-psychology-research-paper"],"_links":{"self":[{"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/posts\/9706","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/comments?post=9706"}],"version-history":[{"count":0,"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/posts\/9706\/revisions"}],"wp:attachment":[{"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/media?parent=9706"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/categories?post=9706"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/homeworkacetutors.com\/nursing\/wp-json\/wp\/v2\/tags?post=9706"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}