Why do critics argue that ability grouping can harm the morale of students in lower groups?

Critics argue that ability grouping can harm student morale and academic outcomes by creating a cycle of inequality. When students are channeled into lower-level classes, they are often provided with a substantially different and less rigorous curriculum compared to their peers in higher tracks.1

This practice is frequently criticized because it can lead to the segregation of students along racial and socioeconomic lines. Furthermore, once students are assigned to lower tracks, they are rarely reevaluated or moved to higher levels, which can diminish their academic expectations and sense of self-worth. By institutionalizing these divisions, the practice risks reinforcing existing social disparities rather than providing equitable educational opportunities for all students.1