A high school math class includes students who are performing at various achievement levels. Which instructional practice is most likely to have a significant negative effect on the learning of low achieving students?

Placing students into long-term groups according to ability can have a significant negative effect on the learning of low-achieving students for several reasons. When students are grouped by ability, those who are placed in lower-achieving groups may receive limited exposure to more complex materials and higher-order thinking tasks. This type of tracking can lead to a diminished expectation for these students, fostering a mindset of fixed ability rather than growth potential.

Additionally, long-term ability grouping can limit opportunities for students to interact with peers who have stronger skills, which is crucial for learning through social interaction. By being segregated, lower-achieving students may miss the chance to observe and learn from their higher-achieving peers, thereby missing out on valuable role models and diverse perspectives that can enhance their understanding.

Moreover, long-term grouping can inadvertently reinforce stereotypes and stigmas associated with lower achievement, leading to decreased motivation and engagement in school. By contrast, practices such as providing students with tools to monitor progress, engaging in peer tutoring, and recognizing student progress foster inclusivity and promote a growth mindset, encouraging all students to strive for improvement.