My name is Amy Duschek, and I am a parent in the West Jefferson Hills School District.  I am also a teacher of 17 years. I am not sure if you are aware that our students’ homerooms have been determined by scores on tests which is considered ability grouping or tracking. Many students in our district have been affected socially, emotionally, and academically by these non-flexible, homogenous homeroom groupings.

            NWEA Map testing and DIBELS assessments should drive teacher instruction but should not be a determining factor when placing students in homerooms. Homerooms should be heterogeneous. Students do need flexible groups throughout the day that are designed to target specific skills.  These fluid groups target personalized areas of academic needs to facilitate individual learning and growth.  Teacher input and classroom performance should be considered when developing these flexible groups, as should homeroom placements.

     Studies have shown that lower-ability students in heterogeneous groups can improve the quality of their questions and classroom interactions by modeling their peers.  Students were even observed adopting new study techniques, while attempting to replicate the behaviors of higher ability group members.  Interactions within heterogeneous groups scaffolds the learning of students and aids in skill development with more knowledgeable peers provides the assistance to less knowledgeable students and helps them to develop skills. Studies, in which groups were formed by student abilities, suggested that heterogeneous grouping was more beneficial for student achievement. This conclusion is supported by the theoretical perspective that in interaction with more skilled students, less skilled students can get the help they need to develop their skills and enhance the achievement of the whole group. The diversity in heterogeneous groups provides different perspectives for students which contribute to their creativity, and achievement (Troyer & Youngreen, 2009) 

            All students should receive a fair and equitable education. They should not be labeled, numbered, or categorized in ability-based homerooms, that are based solely on assessment scores, with no room for growth. As our students become increasing aware that they are being tracked, it will continue to have a profound impact on how they view themselves and their performance in the classroom. 

            Please join me in signing this petition to change West Jefferson Hills classroom grouping, classroom sizes, and labeling of our K-5 students.  Let’s give our children a fair, equitable education, in heterogenous classrooms, free of labels and stress.

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