Using cluster grouping to improve student achievement, equity, and teacher practices

Marcia Gentry, Juliana Tay

Research output: Chapter in Book or Report/Conference proceedingChapterpeer-review

3 Citations (Scopus)


A growing body of research supports the use of Total School Cluster Grouping to help achieve these outcomes in elementary schools for the benefit of all students and their teachers. Through staff development, flexible placement, and grouping integrated with the regular school structure, cluster grouping offers a means for improving curriculum, instruction, and student achievement. In addition to individual students’ academic achievement, another measure of success for the cluster grouping model would include examining the achievement gaps between various groups of students. Teachers are encouraged to use flexible grouping strategies within and among classes. Total School Cluster Grouping operates on the premise that the gifted education program will enhance the entire school. When viewed in the larger context of school reform and extending gifted education services to more students, cluster grouping can reach and benefit teachers and students beyond those in traditional gifted programs.

Original languageEnglish
Title of host publicationFrom Giftedness to Gifted Education
Subtitle of host publicationReflecting Theory in Practice
PublisherTaylor and Francis
Number of pages26
ISBN (Electronic)9781000500134
Publication statusPublished - 1 Jan 2021
Externally publishedYes


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