Curriculum Tracking and Educational Stratification: Some Further Evidence. Report No. 237.

Autor/inn/en	Alexander, Karl L.; und weitere
Institution	Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.
Titel	Curriculum Tracking and Educational Stratification: Some Further Evidence. Report No. 237.
Quelle	(1977), (48 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; High School Students; Longitudinal Studies; Models; Secondary Education; Secondary School Curriculum; Socioeconomic Background; Statistical Analysis; Student Placement; Tables (Data); Track System (Education) + Suchen Sie Ihr Suchwort? Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Sekundarbereich; Sozioökonomische Lage; Statistische Analyse; Schülerpraktikum; Tabelle; Leistungsgruppe; Leistungsdifferenzierung
Abstract	This study analyzes the differential antecedents and consequences of high school curriculum placement, using longitudinal survey data from a subsample of a national sample of students who were contacted in the 9th, 11th, and 12th grades. The study focuses in particular on three general questions: 1) What are the mechanisms by which socioeconomic background affects curriculum placement? 2) When preenrollment controls are included, what effect does curriculum placement have on high school achievements (absolute and relative), goals, and behaviors? 3) How severely biased are estimates of curriculum effects when preenrollment motivations and achievements are not controlled? Analysis of the data show that students' socioeconomic characteristics influence high school curriculum placement almost totally through their effects on achievement, goals, and encouragement during junior high school. Also, curriculum placement has important effects on educational outcomes in the junior and senior years, even when preenrollment variables are controlled. (Author/JG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01