The standards-based accountability movement has increased incentives for teachers to tailor instruction to “bubble kids” -- the students just below proficiency cut-offs on state exams. This “Raps” discussion examined how to go “beyond the bubble” to serve all students--low, middle, and high achievers--through improved instructional differentiation and ability grouping arrangements.

The evening opened with a brief review of research findings about how and why differentiation and ability grouping affect student achievement--examining both cognitive and motivational factors. Then, guest panelists discussed challenges, strategies for improving differentiation and the likelihood of success under various circumstances. The audience "rap" discussion considered the supports and resources required to affect change, and how policymakers, teachers, parents, community members, business leaders, and others can advocate to improve instruction for all students. The wrap-up discussion focused on recommendations and next steps.

A diverse and seasoned group of researchers and practitioners spoke from informed perspectives. Panelists included Professors Richard Elmore and Tom Hehir of the Harvard Graduate School of Education, Michelle Burgos, Teacher Leader, Roxbury, MA and Yvonne Allen, Teacher Leader, Shaker Heights, OH. Ronald Ferguson, Faculty Co-Chair and Director of the Achievement Gap Initiative presented the research overview.

Attendees had the opportunity to interact with panelists to explore critical questions, including:

* How can teachers accommodate the top and the bottom of inclusive classes and do justice to that distribution? What supports do teachers need to make this happen?

* Which are we more likely to do well: have all teachers become really effective at differentiating instruction in the classroom or have ability tracking with excellent teachers at all levels?

* Under what circumstances can differentiation in a mixed-ability classroom work well?

* How can we frame the main points from our discussion for policymakers, parents, lawyers, doctors, and other people who are not in the education field?