ERIC Number: ED331861
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Curricular Tracking in Six Vermont High Schools in 1989: A Longitudinal Discriminant Analysis.
Meyers, H. W.
The observable effects of curricular tracking were investigated for a cohort of students in six Vermont high schools during the years 1981-89. The outcome variable was persistence in school as predicted by grades in academic subjects from grade 4 through 9, or time of withdrawal, and the level of courses in which students were enrolled. Three groups were identified: (1) general track; (2) vocational track; and (3) college-bound track. Data were collected from student records for 421 students. Sixty percent of the general track students dropped out; an average of 3 to 15% of the vocational and college-bound groups dropped out. Many of these students could have been identified as at-risk; by knowing how students performed in mathematics and English from grades 4 through 9, the model was able to predict the students that would drop out, and it was right 88% of the time. Results strongly suggest that curricular tracking was related to dropping out of school. Twelve bar graphs and three tables contain study data. A 51-item list of references is included. (SLD)
Descriptors: Ability Grouping, Academic Persistence, Cohort Analysis, College Bound Students, College Preparation, Discriminant Analysis, Dropouts, General Education, High Risk Students, High School Students, High Schools, Longitudinal Studies, Outcomes of Education, Student Placement, Track System (Education), Vocational Education
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Vermont State Dept. of Education, Montpelier.
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).