Beyond Tracking and Detracking: The Dimensions of Organizational Differentiation in Schools

Autor/inn/en	Domina, Thurston; McEachin, Andrew; Hanselman, Paul; Agarwal, Priyanka; Hwang, NaYoung; Lewis, Ryan W.
Titel	Beyond Tracking and Detracking: The Dimensions of Organizational Differentiation in Schools
Quelle	In: Sociology of Education, 92 (2019) 3, S.293-322 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0038-0407
DOI	10.1177/0038040719851879
Schlagwörter	Track System (Education); Homogeneous Grouping; Correlation; Longitudinal Studies; Academic Achievement; Advanced Courses; Enrollment Trends; Middle School Students; Student Records; Ability Grouping; Equal Education; Educational Opportunities; School Districts; Public Schools; Grade 7; Grade 8; Grade 9; Grade 10; Mathematics Achievement; English; Language Arts; Student Characteristics; English Language Learners; Ethnicity; High Achievement; Low Achievement; Mathematics Instruction; California + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Homogene Gruppierung; Niveaugruppierung; Streaming; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Fortgeschrittenenunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerakte; Bildungsangebot; Bildungschance; School district; Schulbezirk; Public school; Öffentliche Schule; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; English language; Englisch; Sprachkultur; Ethnizität; Unterdurchschnittliche Leistung; Mathematics lessons; Mathematikunterricht; Kalifornien
Abstract	Schools use an array of strategies to match curricula and instruction to students' heterogeneous skills. Although generations of scholars have debated ''tracking'' and its consequences, the literature fails to account for diversity of school-level sorting practices. In this article, we draw on the work of Sørensen and others to articulate and develop empirical measures of five distinct dimensions of within-school cross-classroom tracking systems: (1) the degree of curricular differentiation, (2) the extent to which sorting practices generate skills-homogeneous classrooms, (3) the rate at which students enroll in advanced courses, (4) the extent to which students move between tracks over time, and (5) the relationship between track assignments across subject areas. Analyses of longitudinal administrative data following approximately 20,000 eighth graders enrolled in 23 middle schools through the 10th grade indicate that these dimensions of tracking are empirically separable and have divergent relationships with student achievement and the production of inequality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01