How We Practice Ability Grouping at the Davidson Academy
Many traditional schools place students based on their age. For gifted students, this approach results in them being held back from achieving their full potential. Because of how quickly these individuals can grasp concepts, they are often well beyond their years in terms of education.
At the Davidson Academy, we develop curricula tailored to the profoundly gifted—and that dedication to supporting them starts with how we place them. We practice ability grouping—also known as homogeneous grouping—which is the process of placing each student in classes of the appropriate level for each subject regardless of age. For example, an 11-year-old may be in one of our highest-level math classes, but in our lowest-level English class. We’ve found that this method of grouping improves academic performance, boosts student engagement and motivation, and connects students with their intellectual peers.
Our Process
Here is a roadmap of how our process works for determining students’ abilities and placing them in appropriately challenging classes:
- Assessment
- Initial schedules
- Placement testing
- Diagnostic period
This process ensures that every student is accurately assessed and placed in a class that matches their abilities, so they can thrive in their learning environment.
Let’s explore what each stage entails.
Assessment
The first step of how we utilize ability grouping is having all prospective students undergo a comprehensive, day-long assessment. This happens during the application process, so we can evaluate their academic skills early on.
Initial Schedules
From there, and with the use of the assessment results, we create schedules for new students before the school year begins. These placements are based on their current skill level and knowledge in each subject, matching them to our course offerings. The Davidson Academy has a range of ages in every class.
Placement Testing
In August, we allow both new and returning students to take placement tests in science, math, and world languages to demonstrate their proficiency. They can “show what they know” on these exams, giving them opportunities to be placed in a class that would be more fitting for where they are in that subject.
Additionally, gifted children are hungry for knowledge and often pursue summer programs to sharpen their skills. If a returning student experiences one of these growth spurts, they are not held back based on where they finished the last academic year. All students are welcome to participate in placement testing every year.
Diagnostic Period
During the first three weeks of the school year, teachers assess students’ performance to ensure they are appropriately placed. Every teacher observes and checks in with each student to ensure they are in the right course. Depending on the subject they teach, they look for different attributes:
- Teachers of core subjects—including math, science, and language arts—have the chance to review the work of students who might not have tested well, but who are ready to move up.
- Humanities teachers review students’ reading, writing, critical thinking, and discussion skills. From there, they make informed decisions about which level of challenge would benefit each student.
Attentive teachers set the stage for a successful, engaging school year tailored to each gifted student’s individual needs.
Ability Grouping Is Flexible to Meet Gifted Students’ Needs
We typically do not need to change students’ schedules mid-year. That said, we will make updates at any time to support a student’s needs. We might move someone to a higher class mid-year if a student has a big growth spurt, or we might move someone down a level if they are struggling in an overly challenging class. All students should experience a satisfying level of challenge without feeling overwhelmed.
To find the right level of challenge for each student, we consider models, like Vygotsky’s Zone of Proximal Development. This concept compares what students can accomplish without help and what they can do with the support of collaborative peers and an effective teacher. The latter is what ability grouping provides, as gifted students are surrounded by staff and like-minded peers who understand one another.
Creating Proper Learning Environments for Gifted Students
A common problem with traditional grade-skipping is that the student who advanced quickly continues to do so in a higher grade, surpassing the content of the new class in just a few months. However, when grouped with other profoundly gifted students and working through a curriculum designed for this population, ability grouping is highly successful.
Davidson Academy promotes a learning environment that not only caters to the needs of profoundly gifted students but also fosters a sense of community. The success of our brightest learners is a testament to the power of tailored education.