Lamar High School: Instructional Tracks and Student Achievement (1990/91).

Autor/inn/en	Moydell, Jackson L.; und weitere
Institution	Houston Independent School District, TX.
Titel	Lamar High School: Instructional Tracks and Student Achievement (1990/91).
Quelle	(1991), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Ability Grouping; Academic Achievement; Achievement Tests; College Bound Students; Grade 11; Grade 9; Graphs; Grouping (Instructional Purposes); High School Students; High Schools; International Baccalaureate; Mathematics Tests; Reading Tests; Remedial Programs; School Districts; Test Results; Testing Programs; Track System (Education); Writing Tests; Metropolitan Achievement Tests; Texas Assessment of Academic Skills + Suchen Sie Ihr Suchwort? Homogene Gruppierung; Niveaugruppierung; Streaming; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 11; 11. Schuljahr; Schuljahr 11; School year 09; 9. Schuljahr; Schuljahr 09; Grafische Darstellung; Grouping; Gruppenbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Internationales Abitur; Internationales Bakkalaureat; Lesetest; Förderprogramm; School district; Schulbezirk; Leistungsgruppe; Leistungsdifferenzierung; Writing test; Schreibtest
Abstract	In the spring of 1991, officials from Lamar High School in Houston (Texas) requested a study of their tracking system and its relation to student achievement. This paper reports the results of the evaluation. Many of the courses at Lamar High School are associated with four instructional levels: (1) remedial; (2) regular; (3) college bound; and (4) international baccalaureate. The study evaluated the performance by students in the four tracks on the Texas Assessment of Academic Skills (TAAS), the state's criterion-referenced basic skills test; and the Metropolitan Achievement Test (MATS), a norm-referenced test. For grade 9, there were 661 students in all four mathematics tracks, 634 students in the four English instructional tracks for reading, and 633 students in the four English tracks for writing. For grade 11, there were 433 students in all four mathematics tracks, 476 students in the four English instructional tracks for reading, and 479 students in the four English tracks for writing. Achievement data from both tests support the assertion that students in the separate levels work at different levels of achievement. Test results also provided evidence that students in each of the instructional tracks are achieving appropriate academic growth. Twenty-eight graphs and four tables present achievement data. An appendix with an additional 18 figures gives comparisons for magnet, zoned, and non-zoned students. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC