Literaturnachweis - Detailanzeige
Autor/in | Loveless, Tom |
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Institution | Thomas B. Fordham Institute |
Titel | Tracking and Detracking: High Achievers in Massachusetts Middle Schools |
Quelle | (2009), (36 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Middle Schools; Track System (Education); High Achievement; Middle School Students; Grouping (Instructional Purposes); Academic Achievement; Educational Change; Comparative Analysis; Educational Policy; Incidence; Urban Schools; Poverty; Risk; Multivariate Analysis; Individualized Instruction; Socioeconomic Influences; Educational History; Ability Grouping; At Risk Students; Racial Differences; Hispanic American Students; White Students; African American Students; Institutional Characteristics; Administrator Role; Teacher Role; Parent Role; Boards of Education; Mathematics Achievement; Massachusetts; Massachusetts Comprehensive Assessment System Middle school; Mittelschule; Mittelstufenschule; Leistungsgruppe; Leistungsdifferenzierung; Middle schools; Student; Students; Schüler; Schülerin; Grouping; Gruppenbildung; Schulleistung; Bildungsreform; Politics of education; Bildungspolitik; Vorkommen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Armut; Risiko; Multivariate Analyse; Individualisierender Unterricht; Sozioökonomischer Faktor; History of education; Bildungsgeschichte; Homogene Gruppierung; Niveaugruppierung; Streaming; Rassenunterschied; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; African Americans; Afroamerikaner; Lehrerrolle; Parental role; Elternrolle; Ausschuss; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Master-Studiengang |
Abstract | This study examines tracking--the practice of grouping students into separate classes or courses based on their prior academic achievement--at the middle-school level, and the percentage of high-achieving students in tracked and untracked schools. It focuses on Massachusetts, a leader in "reforming" tracking, and the changes that have occurred there over eighteen years (1991-2009). Specifically, the study addresses the following: (1) How has tracking changed since the 1990s? (2) Why have some schools detracked while others are resisting such reform? and (3) Are there differences in the number of high-achieving students associated with tracked and untracked schools? Specifically, do tracked and untracked schools produce similar percentages of students reaching the "advanced" level on the Massachusetts Comprehensive Assessment System (MCAS)? Key findings include: (1) Tremendous change has occurred in tracking since the 1990s; (2) Several factors influence tracking policy; (3) Detracking is more prevalent in urban, high poverty schools; and (4) Detracking carries risks for high-achieving students. A Multivariate Model of Influence on Tracking Policy is appended. (Contains 16 tables, 2 figures, and 42 endnotes.) [Foreword by Chester E. Finn, Jr. and Amber M. Winkler.] (ERIC). |
Anmerkungen | Thomas B. Fordham Foundation & Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.fordhaminstitute.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |