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Article 1: Bayley, N. (2007). Test reviews. Journal of Psychoeducational Assessment, 25(2), 180-190.

Learning Objective: 8.1
How does the asset support this Learning Objective? The article provides a review for the Bayley Scales of Infant and Toddler Development – Third Edition.

Summary: The Bayley Scales of Infant and Toddler Development–Third Edition (Bayley-III) is a revision of the frequently used and well-known Bayley Scales of Infant Development–Second Edition (BSID-II; Bayley, 1993). Like its prior editions, the Bayley-III is an individually administered instrument designed to measure the developmental functioning of infants and toddlers. Other specific purposes of the Bayley-III are to identify possible developmental delay, inform professionals about specific areas of strength or weakness when planning a comprehensive intervention, and provide a method of monitoring a child’s developmental progress.

Questions to Consider:

1. Describe the scales included in the Bayley-III?
2. Why is the Bayley-III an appropriate measure of infant and toddler intelligence?
3. How does the third edition improve upon the second edition?
    

Article 2: Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K-12 students’ academic achievement: Findings of two second-order meta-analyses. Review of Educational Research, 86(4), 849-899.

Learning Objective: 8.4
How does the asset support this Learning Objective? The article provides data on ability grouping and acceleration for K-12 students’ academic achievement.

Summary: Two second-order meta-analyses synthesized approximately 100 years of research on the effects of ability grouping and acceleration on K–12 students’ academic achievement. Outcomes of 13 ability grouping meta-analyses showed that students benefited from within-class grouping (0.19 ≤ g ≤ 0.30), cross-grade subject grouping (g = 0.26), and special grouping for the gifted (g = 0.37), but did not benefit from between-class grouping (0.04 ≤ g ≤0.06); the effects did not vary for high-, medium-, and low-ability students. Three acceleration meta-analyses showed that accelerated students significantly outperformed their non-accelerated same-age peers (g = 0.70) but did not differ significantly from non-accelerated older peers (g = 0.09). Three other meta-analyses that aggregated outcomes across specific forms of acceleration found that acceleration appeared to have a positive, moderate, and statistically significant impact on students’ academic achievement (g = 0.42).

Questions to Consider:

1. What is ability grouping? Describe the different types of ability grouping.
2. What is acceleration? What are the most common forms of academic acceleration?
3. How do acceleration practices differ from typical educational experiences?
4. Is it advantageous or disadvantageous to use ability grouping and acceleration in schools? Why or why not?