As a caution, however, educators should recognize that
when homogeneous grouping is used consistently in the classroom, the practice is similar to tracking students.
At any point over at least the last 50 years, a synthesis of available empirical evidence would have suggested, quite unambiguously, that students having difficulty at school, especially those disadvantaged by their socioeconomic backgrounds, learn more
when they are working in heterogeneous rather than in
homogeneous ability
groups (e.g., Oakes, 1985; Yonezawa, Wells, and Serna, 2002).