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Autor/in | Giersch, Jason |
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Titel | Academic Tracking, High-Stakes Tests, and Preparing Students for College: How Inequality Persists within Schools |
Quelle | In: Educational Policy, 32 (2018) 7, S.907-935 (29 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0895-9048 |
DOI | 10.1177/0895904816681526 |
Schlagwörter | Track System (Education); High Stakes Tests; Outcomes of Education; Academic Achievement; Predictor Variables; Accountability; Public Schools; Grade Point Average; Student Characteristics; Majors (Students); Socioeconomic Influences; Educational Environment; Educational Legislation; Federal Legislation; College Students; High School Students; North Carolina Leistungsgruppe; Leistungsdifferenzierung; Lernleistung; Schulerfolg; Schulleistung; Prädiktor; Verantwortung; Public school; Öffentliche Schule; Sozioökonomischer Faktor; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsrecht; Schulgesetz; Bundesrecht; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin |
Abstract | 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. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |