In 2026, dividing classes in middle schools in the United States should prioritize diverse grouping strategies that cater to individual student needs. This includes mixed-ability grouping, interest-based grouping, and ability grouping for specific subjects. Data from the National Center for Education Statistics (NCES) indicates that diverse grouping methods can improve academic outcomes and social-emotional development.

Mixed-ability grouping, where students of varying abilities are placed in the same classroom, fosters collaboration and peer learning. According to a study by the NCES, students in mixed-ability classrooms tend to have higher achievement scores compared to those in strictly ability-grouped classrooms. This approach also encourages students to challenge themselves and learn from their peers.

Interest-based grouping, on the other hand, allows students to explore subjects they are passionate about. This method promotes engagement and motivation, as students are more likely to be interested in and retain information when it aligns with their interests. The NCES reports that interest-based grouping can lead to improved attendance rates and higher levels of student satisfaction.

Ability grouping for specific subjects, such as math or science, can also be beneficial. This approach allows teachers to tailor instruction to the specific needs of students at different ability levels. According to a study by the National Research Council, ability grouping in certain subjects can help close the achievement gap between high-achieving and low-achieving students.

In conclusion, dividing classes in middle schools in 2026 should incorporate a mix of diverse grouping strategies to cater to individual student needs. Mixed-ability grouping, interest-based grouping, and ability grouping for specific subjects have been shown to improve academic outcomes and social-emotional development, as supported by data from the NCES and the National Research Council.