Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 49

Journal of K-12 Educational Research 47 ment would be higher using class groupings (Kulik & Kulik, 1992). The meta-analytic study of Kulik and Kulik (1992) concluded that students in higher ability groups would benefit from grouping and the students in lower groups would not be hurt. The current research did not support either statement. To support these statements, the students grouped in seventh-grade Pre-AP as well as the students grouped in seventh-grade regular needed to be statistically higher than the students heterogeneous- ly grouped in seventh-grade. The three hypotheses that compared the eighth-grade mean scores of students based on the sev- enth-grade groupings found that the mean scores of students who had been in seventh-grade heterogeneous classes were higher in two cases and not statistically significantly different in the other. The regular eighth-grade students’ mean score from heteroge- neous seventh-grade classes were statistically higher than the mean score of grouped students in seventh-grade. There was no statistically significant difference in mean scores between the Pre- AP students who were in heterogeneous seventh-grade classes and Pre-AP students who were in homogeneous Pre-AP sev - enth-grade classes. Though the heterogeneous classes were never