Getting into Honors or Not: An Analaysis of the Relative Influence of Grades, Test Scores, and Race on Track Placement in a Comprehensive High School

Autor/inn/en	Archbald, Doug; Glutting, Joseph; Qian, Xiaoyu
Titel	Getting into Honors or Not: An Analaysis of the Relative Influence of Grades, Test Scores, and Race on Track Placement in a Comprehensive High School
Quelle	In: American Secondary Education, 37 (2009) 2, S.65-81 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	African American Students; High Schools; Race; Student Placement; Grades (Scholastic); Standardized Tests; Academic Achievement; Track System (Education); Grade 9; Grade 8; Honors Curriculum; Disproportionate Representation; Scores; English; Language Arts; Role + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; High school; Oberschule; Rasse; Abstammung; Schülerpraktikum; Notenspiegel; Standadised tests; Standardisierter Test; Schulleistung; Leistungsgruppe; Leistungsdifferenzierung; School year 09; 9. Schuljahr; Schuljahr 09; School year 08; 8. Schuljahr; Schuljahr 08; English language; Englisch; Sprachkultur; Rollen
Abstract	Decisions made in middle school allocate students to different high school course levels and tracks. Because African American students are disproportionately represented in the lower level tracks of high school curriculum and because track placement affects learning and postsecondary opportunities, it is important to explore determinants of track placement. Some theories emphasize academic determinants of track placement; other theories emphasize student background variables and peer influences; and still others, racial biases among educators. Research findings have been inconsistent concerning how much disproportionate representation in lower level courses is explained by prior academic achievement variables and how much it is explained by race. We examined the effects of race and 8th grade academic achievement variables--grades and standardized tests scores--on odds of placement in different levels of 9th grade English courses in a large high school. Our findings indicated that track placement decisions were strongly determined by prior grades and test scores; race did not have a statistically significant independent effect on track placement. We identify a need for more research on the role of grades as determinants of track placement. (Contains 3 tables.) (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10