Pre-COVID Ability Grouping in U.S. Public School Classrooms. Data Point. NCES 2021-139

Autor/inn/en	Standing, Kim; Lewis, Laurie
Institution	National Center for Education Statistics (ED)
Titel	Pre-COVID Ability Grouping in U.S. Public School Classrooms. Data Point. NCES 2021-139
Quelle	(2021), (2 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Public Schools; Ability Grouping; Track System (Education); National Surveys; Elementary Secondary Education; Student Placement; Institutional Characteristics; Urban Schools; Rural Schools; Suburban Schools; Elementary Schools; Middle Schools; High Schools; Low Income Students; Minority Group Students; Student Characteristics; National Teacher and Principal Survey (NCES) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Homogene Gruppierung; Niveaugruppierung; Streaming; Leistungsgruppe; Leistungsdifferenzierung; Schülerpraktikum; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule
Abstract	This Data Point examines whether public schools in the United States used ability grouping (also referred to as tracking) as a method to organize classes or students. It uses data from the public school data file of the 2017-18 National Teacher and Principal Survey (NTPS), which is a national sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. State representative information is also available for public schools, principals, and teachers. (ERIC).
Anmerkungen	National Center for Education Statistics. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01