An Evaluation of Instructional Grouping and Achievement within an Accelerated Science Program

Abstract

This thesis was designed to determine if an accelerated science program had an effect on the performance of accelerates and nonaccelerates on New York State Regents Exams. Four groups of students representing 54 students were used in the study. Two groups were heterogeneous and two were homogeneous. A t - test analysis was performed to determine if a significant difference in Regents exams existed due to instructional grouping. Results indicated that this study has shown that no statistically significant difference in scores occurred due to instructional grouping.