On the Wrong Track: How Tracking Is Associated with Dropping out of High School

Autor/inn/en	Werblow, Jacob; Urick, Angela; Duesbery, Luke
Titel	On the Wrong Track: How Tracking Is Associated with Dropping out of High School
Quelle	In: Equity & Excellence in Education, 46 (2013) 2, S.270-284 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665684.2013.779168
Schlagwörter	Dropout Characteristics; Academic Failure; Educational Practices; Educational Policy; Educational Environment; Academic Achievement; Disproportionate Representation; Longitudinal Studies; Predictor Variables; Disadvantaged; Track System (Education); Individualized Education Programs; Hispanic American Students; Socioeconomic Background; High School Students; Dropouts; Gender Differences; Ethnicity; Mathematics Achievement; College Preparation; Hierarchical Linear Modeling + Suchen Sie Ihr Suchwort? Bildungspraxis; Politics of education; Bildungspolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Leistungsgruppe; Leistungsdifferenzierung; Individualized education program; Individualisierendes Lernen; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Sozioökonomische Lage; High school; High schools; Oberschule; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Geschlechterkonflikt; Ethnizität; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	Academic tracking has been shown to limit the quality of student instructional opportunities, decrease students' perceptions of their abilities, and negatively influence student achievement. These factors associated with academic tracking also may influence students in lower tracks to learn less and ultimately to drop out of high school. Few studies, however, have investigated academic tracking as a collective school-level phenomenon and an individual student-level predictor of school dropout. To date, no study has examined this issue using a nationally representative sample. In this study, multilevel analytic models of the first two waves of the Educational Longitudinal Study (ELS) of 2002 indicate that, while controlling for student- and school-level differences, students in the lower academic tracks are roughly 60% more likely to drop out of high school. Academic tracking appears to disadvantage students who are Latinos, have Individualized Education Plans (IEPs), or have lower socioeconomic backgrounds. Schools with a more positive academic climate, high morale, and a focus on learning, however, show a slight decrease in the likelihood of students dropping out. (Contains 1 figure and 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10