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Stratification, Tracking And Course-Taking Patterns: An Examination Of The Impact Of Mathematics Course Placement On Achievement In A Regional High School District, Charles B. Sampson
Stratification, Tracking And Course-Taking Patterns: An Examination Of The Impact Of Mathematics Course Placement On Achievement In A Regional High School District, Charles B. Sampson
Seton Hall University Dissertations and Theses (ETDs)
This study examined the impact of mathematics track placement on the academic achievement of students as measured by student performance on the 2014 New Jersey High School Proficiency Assessment (HSPA) in mathematics, and math course attainment in high school as measured by the level of math class completed by the end of grade 12. A substantive empirical base (Goodlad & Oakes, 1998; Slavin, 1995; Oakes, 2005; Darling-Hammond, 2010; Gamoran 2009) exists that outlines the inequalities often associated within tracked school systems. Despite widespread criticism, tracking remains dominant as a strategy to group students in American high schools (Loveless 2013). Regional …