The Correlates of Tracking Policy: Opportunity Hoarding, Status Competition, or a Technical-Functional Explanation?

Autor/inn/en	Kelly, Sean; Price, Heather
Titel	The Correlates of Tracking Policy: Opportunity Hoarding, Status Competition, or a Technical-Functional Explanation?
Quelle	In: American Educational Research Journal, 48 (2011) 3, S.560-585 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831210395927
Schlagwörter	High Schools; Competition; Track System (Education); Curriculum Guides; Ability Grouping; Content Analysis; Social Environment; Social Influences; Educational Environment; School Policy; Equal Education; Student Diversity; Labor Market; Socioeconomic Influences; Educational Opportunities; Advanced Placement; Academic Achievement; Racial Differences; Rural Schools; Urban Schools; Suburban Schools; North Carolina + Suchen Sie Ihr Suchwort? High school; Oberschule; Wettkampf; Leistungsgruppe; Leistungsdifferenzierung; Curriculare Materialien; Homogene Gruppierung; Niveaugruppierung; Streaming; Inhaltsanalyse; Soziales Umfeld; Sozialer Einfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulpolitik; Labour market; Arbeitsmarkt; Sozioökonomischer Faktor; Bildungsangebot; Bildungschance; Schulleistung; Rassenunterschied; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt
Abstract	In this analysis, the authors explore the relationship between the social context of high schools and school-to-school variation in tracking policies. The authors consider three explanations for the implementation of highly elaborated tracking systems: opportunity hoarding, status competition, and a technical-functional explanation. Building on the research methodology developed by Kelly, they conducted a content analysis of curriculum guides in a sample of 128 high schools to identify school tracking policies. They find that compositional variables related to technical-functional concerns, and to a lesser extent, status competition, are associated with highly elaborated school tracking policies. (Contains 6 notes and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10