Track Misperceptions and Frustrated College Plans: An Analysis of the Effects of Tracks and Track Perceptions in the National Longitudinal Study.

Autor/in	Rosenbaum, James E.
Titel	Track Misperceptions and Frustrated College Plans: An Analysis of the Effects of Tracks and Track Perceptions in the National Longitudinal Study.
Quelle	In: Sociology of Education, 53 (1980) 2, S.74-88Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	College Admission; College Applicants; Educational Assessment; Educational Research; Educational Sociology; Higher Education; Literature Reviews; Longitudinal Studies; Track System (Education) + Suchen Sie Ihr Suchwort? Hochschulzugang; Hochschulzulassung; Zulassung; College applications; Studienbewerber; Education; assessment; Bewertungssystem; Bildungsforschung; Pädagogische Forschung; Bildungssoziologie; Erziehungssoziologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Leistungsgruppe; Leistungsdifferenzierung
Abstract	Using data from the National Longitudinal Survey, the article discusses a study to compare effects of high school tracking in two versions of a status-attainment model--one using students' track perceptions and the other using their actual tracks (taken from school records). Findings indicated that students often misperceive their tracks. Implications of tracking perceptions for college aspirations are discussed. (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01