Ability grouping (also known as tracking) is a method of combining students with similar learning abilities in the same classroom. This is a method that is used in hopes of continually challenging more advanced students so that they can reach their highest level. Heterogeneous grouping, on the other hand, groups students into classes regardless of student achievement levels. The basis of heterogeneous grouping is to put students of all levels in one class. A monitoring study in Kenya found some excellent results to support this method. One of the most important findings of this study showed that students in a high-ability classroom tended to score better on achievement tests at the end of the intervention than they did in the previous classroom. This is also true for students in low-achieving classes, meaning that these students made the same gains as students in high-ability classes. (Duflo, E., Dupas, P., Kremer, M. 2009) These students made no improvement over the achievement gap that existed before the intervention began. When monitored schools and non-monitored schools compared students with the same ability level, achievement test results showed that monitored students had significantly higher scores. (Duflo, E., Dupas, P., Kremer, M. 2009) This suggests a tracking school as a better option for academic students. Another finding of the study is that “students in the monitored classes appear to have benefited from more targeted teaching.” (Duflo, E., Dupas, P., Kremer, M. 2009) Another finding of the study is teacher motivation. The study used contract teachers and civil service teachers. Both types of teachers were placed in each type of classroom, but the data shows ...... middle of the paper ...... from the EBSCOHOST database. Frenzel, A., Götz, 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 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 Study: Research Report Incorporating Service Learning. New Horizons in Education, 58(1), 53-64. Retrieved December 1, 2011, from the EBSCOHOST database.Winterman, K. (2011). Inclusive classrooms: Achieving success for all students. Impact, 24(1), 24-25. Retrieved December 1, 2011 from EBSCOHOST database.