Decisions on grouping pupils to promote optimum academic growth have occupied much of the school administrator's time. Assumptions about classroom atmosphere, motivation to achieve, and achievement have often been used to support tracking, homogeneous grouping, or other such methods of bringing together children who have supposedly similar learning aptitudes. Despite the many efforts of educators, researchers, and evaluators to substantiate these assumptions, there is no clear-cut relationship between a child's academic gains in school and the group of children with whom he is placed. Reviews of research consistently bear out this fact (1-4). Self-concept and peer acceptance are two of the important issues that have been raised in connection with