Does teaching low-performing and high-performing students together benefit the whole class?

Teaching the mixed levels can be a benefit for all (those low performing students may need to have some modifications and supports for success in place) when there is a community setting which teaches the acceptance of diversity, compassion, encouragment, passion and support along with academic excellence for all(life skills needed as we develop and grow). Parental involvment and support is a must.

I am also looking for assistance in teaching 6,7, and 8th grade math in the same classroom. I have to follow all three curriculum maps, but I have a number of each grade in each room. 2 was easy, but I don't know how to do 3.

I'm looking for suggestions that anyone might have that come from effective experience working with fourth and fifth graders in the same classroom. I am particularly interested in how people have taught math to the two groups in a way that respects both the lower and higher functioning students in an efficient and productive manner.

-Rob Freistadt
Central Elementary School
Helena, Montana

Read A Nation Deceived. It discusses tracking and education of gifted students.
Tracking can benefit students who work above grade level as well as students who work on or below. With that said, I believe a portfolio should be used in addition to test scores. Test scores are only one piece of a students total ability assessment.
Please also note students may need to be placed in a different track for each subject level. Students may be gifted in one subject while struggling in another. Is it possible that students would benefit from more individualized education plans than what our systems manage to give at this time?

Mixing abilities DEFINITELY works, but it depends on the topic, subject, activity,etc. It isn't easy to do at the beginning of the school year, when abilities can't be gauged.
School documentation isn't anywhere adequate for determining a student's abilities.
However, some of your worst academic students can be your strongest "do-er" students. It just depends, which isn't an answer people like!
Our science teacher, after teaching the concepts thoroughly, allowed our science students to do frog dissection.
I work in Alternative Education, and yes, that means "thugs" to the outside world, believe me, that's their word choice. That being said, one of our less academically equipped students had in the words of the science teacher, "hands of a surgeon" -he was leaps and bounds better at it than the higher level students. Then again, the teacher didn't just throw them into the mix together, she built up to it.
My shyest student was the best illustrator when we would play Pictionary; my goofiest kid would be the best charades participant. I don't play games a lot, I assure you, but sometimes the best way a student can highlight his or her talents is to do an activity in class that will showcase this naturally. Then, as an educator, you know alittle bit more about what makes that kid tick, and that can help you design peer tutoring/ group activities.
Just as musicians have pullout sessions to practice their instruments with their peers, smart and remedial students also should have the experience of being together in a homogenous setting- once again, it depends on where, when, and how often.

I have been in education long enough to see both methods and I support segregated ability classes. Same material taught in different way and pace. The higher ability students don't get boarded because they are able to approach a topic or unit in an expanded way. Lower ability students get the support instruction they need in order to master the skills needed to be successful. In the past I have been able to raise test scores without the need for pull out programs or special skills classrooms. Which makes the approach more effective and efficient.

Mitchell, I wholeheartedly agree with your last statement about bringing mixed ability students together for some projects, but pulling them out for instruction appropriate for their abilities when necessary. There are many studies showing that students of similar abilities who are grouped together for reading and math instruction make the greatest academic gains. Working as a gifted and talented resource teacher I have seen this to be true over and over again. As educators we are doing a tremendous disservice to students by not giving them what they need, whether it is extra support or more challenging work. There are many opportunities for students to experience differentiated instruction in subjects like social studies and science, but again, it is up to the teacher to make sure that all students are achieving content understanding through activities appropriately challenging for their skill level. This is, as you say. a huge challenge. It is up to the administrators in the school building and in the district to provide the professional development and support necessary for teachers to successfully manage mixed-ability classrooms if that is the path they choose to travel.

I believe integration would work best if it were funded and staffed correctly. With the varied academic ability levels combined with socio/economic differences it has become an almost impossible task for the elementary teacher to meet the needs of all students. No one has even mentioned what happens to the cooperative and collaborative classroom when you have severe behavioral issues thrown into the mix. Whoever decided that teachers could do it all and alone were sadly mistaken. In my school we are mandated to place children in reading groups for 90 minutes per day based on their tested reading level. The children who read on a lower level want to read what the kids are reading who are above grade level. The high performing students may not be testing gifted but they crave learning. It is a different state of mind and attitude that makes them high performing. I tend to let them design their own projects and work together. School is difficult for the children who struggle and I have to be there for them. They need a lot more help than one teacher is able to give. I don't believe we have found the answer yet to this age old problem..