Ability grouping (also known as tracking) is a method of grouping students with similar learning abilities into the same class. This is a method used in hopes of continually challenging superior students so that they can achieve their highest level. Heterogeneous grouping, on the other hand, groups students in classrooms, regardless of their level of achievement. The basis of heterogeneous grouping is to group students of all levels in a classroom. A monitoring study in Kenya found excellent results supporting this method. One of the most striking results of this study showed that students followed in a high-proficiency class tended to perform better on achievement tests at the end of the intervention than in their previous class. This was also true for students in low-performing classes, meaning that these students made the same number of gains as students in high-performing classes. (Duflo, E., Dupas, P., Kremer, M. 2009) These students made no progress relative to the achievement gap that existed before the intervention began. When tracked and non-tracked schools compared students of the same ability level, achievement test results showed that the tracked students performed significantly higher. (Duflo, E., Dupas, P., Kremer, M. 2009) This suggests that a follow-up school is a better option for university students. Another result of the study is that “the students in the classes followed seem to have benefited from more targeted teaching”. (Duflo, E., Dupas, P., Kremer, M. 2009) Another result of the study is the motivation of teachers. The study focused on contract teachers and civil service teachers. Both types of teachers were placed in each class type, but the data shows...... middle of article...... from the EBSCOHOST database. Frenzel, A., Gotz, T., Preckel, F. (2010). Ability grouping of gifted students: Effects on academic self-concept and boredom. British Journal of Educational Psychology, 80, 451-472. Retrieved December 2, 2011 from the EBSCOHOST database. Gamoran, A. (2009) Tracking and inequality: new directions for research and practice. Retrieved December 1, 2011, from the University of Wisconsin-Madison Center for Education Research website: http://www.wcer.wisc.edu/publications/working Papers/papers.php. Mcloughlin, C. (2010 ). An exploratory case: research report of a study integrating service learning. New Horizons in Education, 58(1), 53-64. Retrieved December 1, 2011 from EBSCOHOST database. Winterman, K. (2011). Inclusive classes: ensuring the success of all students. Impact, 24(1), 24-25. Retrieved December 1, 2011 from the EBSCOHOST database.