Skill-Based Sorting in the Era of College Prep for All: Costs and Benefits. Research Brief

Autor/inn/en	Nomi, Takako; Allensworth, Elaine
Institution	University of Chicago Consortium on Chicago School Research
Titel	Skill-Based Sorting in the Era of College Prep for All: Costs and Benefits. Research Brief
Quelle	(2014), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-9856819-9-9
Schlagwörter	College Preparation; Track System (Education); Competency Based Education; Educational Change; Educational Policy; Skills; Algebra; Classification; Behavior Problems; Equal Education; Individualized Instruction; Academic Achievement; Public Schools; Mathematics Instruction; Scores; Mathematics Tests; Grade 9; Secondary School Mathematics; Illinois + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Bildungsreform; Politics of education; Bildungspolitik; Skill; Fertigkeit; Classification system; Klassifikation; Klassifikationssystem; Individualisierender Unterricht; Schulleistung; Public school; Öffentliche Schule; Mathematics lessons; Mathematikunterricht; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	Whether or not to sort students by incoming skills has been a contentious issue. This brief shows that there are potential costs and benefits to both approaches. Even with the same curriculum, the consequences of sorting depend on students' incoming skills and the outcomes being considered. This brief highlights a critical role skill-based sorting plays in shaping students' academic achievement, given a common curriculum for all students. It summarizes findings from a number of prior studies to show what happened after Chicago Public Schools (CPS) introduced two curricular reforms that drastically changed how schools sorted students into classrooms while aiming to teach the same curricular content (Algebra I) to everyone. One policy reduced skill-based sorting and the other increased skill-based sorting. Both policies showed that how schools sort students into classrooms is as important as the content students are exposed to in those classrooms--for students' learning gains, for the grades they receive, and for their pass rates. (ERIC).
Anmerkungen	University of Chicago Consortium on Chicago School Research. 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://ccsr.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01