Academic Tracking, High-Stakes Tests, and Preparing Students for College: How Inequality Persists within Schools

Autor/in	Giersch, Jason
Titel	Academic Tracking, High-Stakes Tests, and Preparing Students for College: How Inequality Persists within Schools
Quelle	In: Educational Policy, 32 (2018) 7, S.907-935 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-9048
DOI	10.1177/0895904816681526
Schlagwörter	Track System (Education); High Stakes Tests; Outcomes of Education; Academic Achievement; Predictor Variables; Accountability; Public Schools; Grade Point Average; Student Characteristics; Majors (Students); Socioeconomic Influences; Educational Environment; Educational Legislation; Federal Legislation; College Students; High School Students; North Carolina + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Lernleistung; Schulerfolg; Schulleistung; Prädiktor; Verantwortung; Public school; Öffentliche Schule; Sozioökonomischer Faktor; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsrecht; Schulgesetz; Bundesrecht; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Academic tracking is a common feature of school organization, but it produces inequalities in student outcomes. High-stakes testing policies offer new opportunities for assessing students' progress, but the instruments raise concerns about relying on such narrow measures of learning. This study utilizes a longitudinal data set that follows one cohort of North Carolina school students from public high school through the state university system to examine the difference in outcomes associated with academic track. Results show that upper track students do better in college even when controlling for achievement on high-stakes tests and that such tests are a stronger predictor of college success for upper track students than they are for lower track students. Interviews suggest that these differences can be attributed to different methods of instruction in each track. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01