Author ORCID Identifier

https://orcid.org/0000-0002-5756-3053

Date Available

8-20-2025

Year of Publication

2025

Document Type

Doctoral Dissertation

Degree Name

Doctor of Philosophy (PhD)

College

Education

Department/School/Program

Educational, School, and Counseling Psychology

Faculty

Kathleen Aspiranti

Faculty

Sherry Rostoski

Abstract

Ability grouping is a common practice in the United States that aims to acknowledge differences in student ability by dividing students into more homogeneous groups. Numerous studies have examined factors associated with ability grouping such as self-concept, math achievement, and attitudes toward math, but there is little empirical research exploring these three factors simultaneously. The current study examines the differences in achievement level, achievement gains, math self-concept, and attitudes toward math in middle school students enrolled in math classes based on student ability. Participants included 407 middle school students across two schools that use between-class ability grouping for math. Students completed a self-report survey assessing their attitudes toward math and their math self-concept, with items from the Self-Description Questionnaire (SDQ-III; Marsh & O’Neil, 1984) and the Math Attitude Questionnaire (Sidney et al., 2019). Additionally, Fall and Winter MAP Growth test scores were used to assess math achievement gains. Findings indicated differences among ability grouped students’ mid-year achievement scores, self-reports of self-concept and attitudes toward math, but no significant difference in achievement gains across groups. Implications regarding differences in student outcomes between ability groups are discussed.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2025.436

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