Combination of heterogeneous and homogeneous grouping to achieve better reading and math scores

This report described the process used, for an elementary school with a student population of approximately 587 students, to investigate the existing reading and math programs offered to students. The preliminary research indicated a need for an extended staff development program, and the implementation of advanced methodologies. The conclusions of the project, as a whole, provided data which emphasizes the need for growth in reading and math pedagogy awareness with the district of Glassboro. Purposed preliminary investigation strategies included; (a) interviews with reading and math teachers, regular homeroom teachers, and teachers in other academic disciplines; (b) a review of documents such as district reading and math results, course of study, individual student reading and math folders, and grade point averages in the reading and math classes; (c) observations of reading and math instruction; and (d) a continued review of the research and literature on grouping for instruction and related fields of study. In response to the information acquired during the preliminary investigation an intervention strategy may be proposed to improve, modify, or expand the grouping methods, reading, and math programs offered at Thomas E. Bowe School