Tracking in Secondary Schools: A Contextual Perspective. [Report No.: RAND/P-7342

Autor/in	Oakes, Jeannie
Institution	Rand Corp., Santa Monica, CA.
Titel	Tracking in Secondary Schools: A Contextual Perspective. [Report No.: RAND/P-7342
Quelle	(1987), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Development; School Activities; Secondary Education; Student Characteristics; Track System (Education) + Suchen Sie Ihr Suchwort? Programmplanung; Sekundarbereich; Leistungsgruppe; Leistungsdifferenzierung
Abstract	This article explores the school context of tracking, with a mention of the societal contexts of tracking. A brief review of tracking practices, assumptions, and evidence of effects is included in the beginning of the paper. Several relationships within the schooling context of tracking are discussed: (1) student characteristics and track placement; (2) track systems and track placements; (3) track systems, student placements, and learning opportunities; and (4) responses, outcomes, and future placements. Throughout the article, a set of hypotheses is raised to account for tracking's effects and its persistence as school practice. These hypotheses are as follows: (1) the schooling context of tracking consists of a complex set of relationships among structures and events within schools, and this schooling context has long-term consequences for students' cognitive and affective outcomes; (2) the societal context of tracking--specifically, historically grounded assumptions and shared norms about how schools should respond to student diversity--shapes the content and processes of school tracking; and (3) contextual considerations can explain tracking's persistence in schools despite empirical evidence against its effectiveness. Extensive references are included. (SI)
Anmerkungen	Publication Sales, The RAND Corporation, 1700 Main Street, Santa Monica, CA 90406-2138 ($4.00).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01