While many researchers see academic grouping as a way to boost motivation and academic success (Chu & Zhang, 2018), others see it as segregation (Dupriez & Dumay, 2011; Marcotte-Fournier et al., 2016). Indeed, school segregation could contribute to a gap between students’ success in school and future, but also to their social development (Ivaniushina & Williams, 2019). This presentation aims to identify factors that could represent school segregation related to academic grouping. Using the RAND/ULCA group interview method (Fitch et al., 2001), expert practitioners (N=6) from the Quebec school context were consulted to assess the segregating nature of some academic grouping practices used in schools. Analysis of the medians of the results were used to determine which grouping practices were considered segregating. Three main segregating factors were identified: selective criteria, homogeneity and exclusivity of the pupil group, and the location of special education needs classes within the school. In this presentation, we explore these practices to enable school leaders to make informed use of academic grouping to provide inclusive and equitable school environments for all.

Authors:
Julie Boissonneault, Laval University, Canada
Claire Beaumont, Laval University, Canada

About the Presenter(s)
Dr. Boissonneault is now dedicated to research on school violence and students’ dynamics that may lead to conflict and aggression. She specializes on the impact of academic grouping on students' social development and violence.

See this presentation on the full schedule – Monday Schedule

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