Tracking in the United States: Descriptive statistics from NELS

Economics of Education Review

Volumn 15, Issue 1, 1996, Pages 83-89

  Rees, Daniel I ^a   Argys, Laura M ^a   Brewer, Dominic J ^b  

^a UNIVERSITY OF COLORADO   (United States)

^b RAND CORPORATION   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002603515     PISSN: 02727757     EISSN: None     Source Type: Journal    
DOI: 10.1016/0272-7757(95)00025-9     Document Type: Article

References (18)

1. ALEXANDER, K.L., COOK, M. and MCDILL, E.L. (1978). Curriculum tracking and educational stratification: some further evidence. American Sociological Review 43, (February), pp. 47-66.
2. ARGYS, L.M., REES, D.I. and BREWER, D.J. (Forthcoming). The impact of ability grouping on High School achievement: evidence from NELS. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
3. BRADDOCK, J.H. (1990). Tracking in the middle grades: national patterns of grouping for instruction. Phi Delta Kappan 71, pp. 445-449.
4. BRADDOCK, J.H. and DAWKINS, M.P. (1993). Ability grouping, aspirations, and attainments: evidence from the National Educational Longitudinal Study of 1988. Journal of Negro Education 62, pp. 324-336.
5. BRADDOCK, J.H. and SLAVIN, R.E. (1993). Why ability grouping must end: achieving excellence and equity in American education. The Journal of Intergroup Relations 20, pp. 51-64.
6. BREWER, D.J., REES, D.I. and ARGYS, L.M. (Forthcoming). Detracking America's schools: the costless reform? Phi Delta Kappan.
7. GAMORAN, A. (1992). Access to excellence: assignment to honors english classes in the transition from Middle to High School. Education Evaluation and Policy Analysis 14, pp. 185-204.
8. GAMORAN, A. and MARE, R.D. (1989). Secondary school tracking and educational inequality: compensation, reinforcement, or neutrality? American Journal of Sociology 94, pp. 1146-1183.
9. HEYNES, B. (1974). Social selection and stratification within schools. American Journal of Sociology 79, pp. 1434-1451.
10. National Center For Education Statistics, 1992. First Follow-Up: Student Component Data File User's Manual. Washington, DC: NCES.
11. OAKES, J. (1992). Can tracking research inform practice? Technical, normative, and political considerations. Educational Researcher 21, pp. 12-21.
12. OAKES, J. (1990). Multiplying Inequalities: The Effects of Race, Social Class, and tracking on Opportunities to Learn Mathematics and Science. R-39928-NSF. Santa Monica: RAND
13. REHBERG, R.A., ROSENTHAL, E.R. (1978). Class and Merit and the American High School. New York: Longman Inc.
14. ROSENBAUM, J.E. (1980). Track misperceptions and frustrated college plans: an analysis of the effects of tracks and track perceptions in the National Longitudinal Survey. Sociology of Education 53, pp. 74-88.
15. SLAVIN, R.E. (1990). Achievement effects of ability grouping in secondary schools: a best evidence synthesis. Review of Educational Research 60, pp. 471-499.
16. SLAVIN, R.E. (1987). Ability grouping and student achievement in elementary schools: a best-evidence synthesis. Review of Educational Research 57, pp. 293-336.
17. SLAVIN, R.E., BRADDOCK, J.H., HALL, C. and PETZA, R.J. (1989). Alternatives to Ability Grouping. Baltimore, MD: Center for Research on Effective Schooling for Disadvantaged Students.
18. SORENSEN, A.B. (1987). The organizational differentiation of students in schools as an opportunity structure. In The Social Organization of Schools: New Conceptualizations of the Leaning Process (Edited by Maureen T. Hallinan). New York: Plenum Press, pp. 103-129.