Classe spéciale homogène, différences intellectuelles et clivage social
Keywords:
Regroupement homogène, Élèves doués, Habiletés intellectuelles, Rendement scolaire, Statut socioéconomique, Développement cognitif; Enseignement secondaireAbstract
We divided 472 pupils in grades 9, 10, and 11 into three groups (one of pupils who perform well in all subjects, one taking enriched French courses, and one of ordinary pupils) better to answer two contentious questions about streaming: how different in intellectual ability (on IQ and other operant measures) are ordinary pupils and those in talented groups; and second, whether there is social cleavage between them. Our results show significant differences in intellectual ability among our three groups, with high-performance pupils ahead of the others. By contrast, there were no significant differences of socio-economic status between high-performance and other pupils. We conclude, first, that in light of differences in intellectual ability among our three groups, it is justifiable to offer differentiated programs through special classes. Second, since differences in intellectual ability are not associated with socio-economic differences, fear of social cleavage is not justified by such grouping. It is important to take into account the unit of analysis (groups or individuals) in calculating correlations between intellectual ability and socio-economic status.
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