Effect of Academic Tracking

2017 ◽  
pp. 81-88
Author(s):  
Andrew M. Greely
Keyword(s):  
Academic Tracking

Early Adolescents' Aspirations and Academic Tracking: An Exploratory Investigation

2007 ◽  
Vol 11 (1) ◽  
pp. 57-64 ◽  
Author(s):  
Patrick Akos ◽  
Glenn Lambie ◽  
Amy Milsom ◽  
Kelly Gilbert
Keyword(s):  
Early Adolescents ◽  
Academic Tracking ◽  
Exploratory Investigation

The Physical Activity Participation–Academic Performance Relationship Revisited: Perceived and Actual Performance and the Effect of Banding (Academic Tracking)

2002 ◽  
Vol 14 (2) ◽  
pp. 155-169 ◽  
Author(s):  
Koenraad J. Lindner
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Negative Relationship ◽  
Positive Association ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
Academic Tracking ◽  
Actual Performance ◽  
Band Students ◽  
Academic Grades

This study examined the relationship between academic performance and physical activity participation using objective measures of scholastic achievement, and the effect of banding (academic tracking). The sample comprised 1,447 students (aged 13–17 years) in secondary grades 2, 4, and 6 (736 boys; 711 girls). Academic records were collected from the schools, and a participation questionnaire was administered to the students. School banding was found to be a significant predictor of participation time, and students from higher-banded schools had generally greater participation time than lower-band students. Conversely, perceived academic performance and potential tended to be higher for students with more participation time in physical activity, particularly so for the males. However, for actual academic grades this positive association was not found when banding was taken into consideration. No relationship was found for the middle- and high-band students, while a slight negative relationship was observed for the low-band students.

Academic Tracking, High-Stakes Tests, and Preparing Students for College: How Inequality Persists Within Schools

2016 ◽  
Vol 32 (7) ◽  
pp. 907-935 ◽  
Author(s):  
Jason Giersch
Keyword(s):  
High Stakes Testing ◽  
Public High School ◽  
School Students ◽  
High Stakes ◽  
Data Set ◽  
Academic Tracking ◽  
State University System ◽  
High Stakes Tests ◽  
Academic Track ◽  
The Difference

Academic tracking is a common feature of school organization, but it produces inequalities in student outcomes. High-stakes testing policies offer new opportunities for assessing students’ progress, but the instruments raise concerns about relying on such narrow measures of learning. This study utilizes a longitudinal data set that follows one cohort of North Carolina school students from public high school through the state university system to examine the difference in outcomes associated with academic track. Results show that upper track students do better in college even when controlling for achievement on high-stakes tests and that such tests are a stronger predictor of college success for upper track students than they are for lower track students. Interviews suggest that these differences can be attributed to different methods of instruction in each track.

Tracking and Racialization in Schools

2016 ◽  
Vol 3 (1) ◽  
pp. 126-140 ◽  
Author(s):  
Bedelia Nicola Richards
Keyword(s):  
West Indian ◽  
Ethnic Identities ◽  
Academic Tracking ◽  
School Structures ◽  
Caribbean Students ◽  
Race And Class ◽  
Class Differences ◽  
Race Ethnicity ◽  
American Society ◽  
Indian Students

The tracking literature examines how academic hierarchies contribute to race and class differences in academic achievement, but it pays scant attention to how school structures also influence students’ racial and ethnic identities. Relatedly, race/ethnicity and immigration scholars focus on how schools serve as sites for observing the social construction of racial and ethnic identities but do not account for how school structures actively shape these identity outcomes. This study makes a contribution to the immigration, race/ethnicity, and education literatures by examining how academic tracking influences the racial and ethnic identities of second-generation West Indian students. Consistent with the tracking literature, the author finds that Mayfield High School’s academic hierarchy contributes to the racialization of West Indian students and, in doing so, intensifies their racial group consciousness. It also shows how academic tracking simultaneously increases the salience of ethnic identity among Afro-Caribbean students. These findings point to the significance of educational institutions in shaping racialization processes in schools and contribute to broader conversations regarding the evolution of the color line in American society.

scholarly journals Stratification with Honors: A Case Study of the “High” Track within United States Higher Education

2018 ◽  
Vol 7 (10) ◽  
pp. 175
Author(s):  
Amy Stich
Keyword(s):  
Higher Education ◽  
Qualitative Data ◽  
Postsecondary Institutions ◽  
Academic Tracking ◽  
Honors Education ◽  
Academic Year ◽  
United States Higher Education ◽  
High Track ◽  
The U.S

At present, U.S. postsecondary sorting is best evidenced by an increasingly stratified system of higher education. However, very little attention is paid to even deeper levels of stratification within colleges and universities where academic tracking and its consequences are manifest. Given this significant lack of attention to deepening levels of stratification within many of the most “accessible” postsecondary institutions in the U.S., the purpose of this article is threefold: (1) to introduce readers to the notion of academic tracking within the postsecondary sector, (2) to situate honors education within the U.S. postsecondary tracking structure, and (3) to demonstrate the depths of stratification within a system that is lauded as the contemporary architect of social mobility. Based upon qualitative data collected during the 2016–2017 academic year at one public 4-year “accessible” university, findings illustrate the persistence, structure, and depths of stratification as an unintended consequence of one university’s efforts to reconcile the competing goals of excellence and equity.

Academic Tracking of English Learners With Disabilities in Middle School

2020 ◽  
Vol 57 (6) ◽  
pp. 2415-2449 ◽  
Author(s):  
Sara E. N. Kangas ◽  
Megan Cook
Keyword(s):  
Middle School ◽  
English Learners ◽  
Deficit Thinking ◽  
Academic Tracking ◽  
Linguistic Support ◽  
Academic Tracks ◽  
Secondary Grades ◽  
Every Student Succeeds Act ◽  
Embedded Case Study

Despite increased attention to the academic progress of English learners (ELs) with disabilities as a result of the Every Student Succeeds Act of 2015, research has yet to investigate the educational opportunities of these students in secondary grades. This qualitative embedded case study examined the curricular access of 10 ELs with disabilities in middle school. Utilizing deficit thinking for its theoretical underpinnings, the analysis illuminated that ELs with disabilities were consistently placed in lower academic tracks through a number of mutually reinforcing institutional and perceptual factors. The findings have exigent implications for expanding opportunities to learn of ELs with disabilities through reform to placement criteria and provision of special education and linguistic support across a range of academic tracks.

Mesdames et Messieurs Les Proviseurs: Principals Address Structural Inequalities in a Diverse High School

2017 ◽  
Vol 673 (1) ◽  
pp. 266-295
Author(s):  
Celia Bense Ferreira Alves ◽  
Michel Nguyen Duc Long
Keyword(s):  
High School ◽  
High School Principals ◽  
School Environment ◽  
School Principals ◽  
Tracking System ◽  
School Principal ◽  
The Other ◽  
Multiple Impacts ◽  
Negative Effects ◽  
Academic Tracking

This article examines how high school principals in France work to change the negative effects that the country’s academic tracking system brings to students from immigrant and working-class backgrounds. The tracking system tends to relegate these students to lower vocational tracks that do not prepare them well for the labor market and tend to reinforce their social marginalization. The authors—one a sociologist and the other a school principal—describe a comprehensive, diverse lycée in a suburb of Paris where administrators are addressing the multiple impacts of tracking on their students by enabling some to change tracks and providing others the support they need to succeed when facing challenges at school and in their neighborhoods. The description and analysis of daily life at school not only illuminates what is distinctive about the French system but also lays out strategies and practices that make the school environment more egalitarian.

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