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Researchers are aware that grouping students by prior knowledge may result in moderate gains in intermediate grade students' mathematics achievement. Despite this research, many teachers continue to teach the way they were taught: one curriculum for all students regardless of students' readiness. Additionally, researchers have raised concerns about the effects of flexible grouping on students' self-esteem. The purpose of this study was to investigate the combined effects of grouping with appropriate curricular practices on intermediate students' mathematics achievement. A further purpose was to compare classrooms that featured whole class instruction but were distinguished by the type of curriculum implemented: regular textbook versus a modified or remodeled curriculum unit.