Detracking and Tracking Up: Mathematics Course Placements in California Middle Schools, 2003-2013

Autor/inn/en	Domina, Thurston; Hanselman, Paul; Hwang, NaYoung; McEachin, Andrew
Titel	Detracking and Tracking Up: Mathematics Course Placements in California Middle Schools, 2003-2013
Quelle	In: American Educational Research Journal, 53 (2016) 4, S.1229-1266 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216650405
Schlagwörter	Middle School Students; Track System (Education); Student Placement; Mathematics; Algebra; Grade 8; Disadvantaged Schools; Secondary School Mathematics; Accountability; Geometry; Enrollment Trends; Advanced Courses; Educational Opportunities; California + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leistungsgruppe; Leistungsdifferenzierung; Schülerpraktikum; Mathematik; School year 08; 8. Schuljahr; Schuljahr 08; Verantwortung; Geometrie; Fortgeschrittenenunterricht; Bildungsangebot; Bildungschance; Kalifornien
Abstract	Between 2003 and 2013, the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubled to 65%. In this article, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political pressures, California schools responded to the algebra-for-all effort in diverse ways. While some schools detracked by enrolling all eighth graders in algebra, others "tracked up," creating more advanced geometry opportunities while increasing algebra enrollments. These responses created a new differentiated course structure that is likely to benefit advantaged students. Consistent with the effectively maintained inequality hypothesis, we find that detracking occurred primarily in disadvantaged schools while "tracking up" occurred primarily in advantaged schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01