| ability grouping | The assignment of pupils to homogeneous groups according to intellectual ability or level for instructional purposes.
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| detrack | The movement to eliminate school tracking practices, which often have racial, ethnic, and class implications.
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| five factor theory | School effectiveness research emphasizes five factors, including effective leadership, monitoring student progress, safety, a clear vision, and high expectations.
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| norm-referenced tests | Tests that compare individual students with others in a designated norm group.
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| objective-referenced tests | Tests that measure whether students have mastered a designated body of knowledge rather than how they compare with other students in a norm group.
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| sociogram | A diagram that is constructed to record social interactions, such as which children interact frequently and which are isolates.
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| tracking | The method of placing students according to their ability level in homogeneous classes or learning experiences. Once a student is placed, it may be very difficult to move up from one track to another. The placements may reflect racism, classism, or sexism.
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| unremarked revolution | The unheralded but persistent move of schools away from formal tracking programs.
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| five-factor theory of effective schools | School effective research emphasizes five factors, including effective leadership, monitoring student progress, safety, a clear vision, and high expectations.
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