Literaturnachweis - Detailanzeige
Autor/inn/en | Standing, Kim; Lewis, Laurie |
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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 (2) |
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) 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 |