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ERIC Number: ED337503
Record Type: RIE
Publication Date: 1991
Pages: 39
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Lamar High School: Instructional Tracks and Student Achievement (1990/91).
Moydell, Jackson L.; And Others
In the spring of 1991, officials from Lamar High School in Houston (Texas) requested a study of their tracking system and its relation to student achievement. This paper reports the results of the evaluation. Many of the courses at Lamar High School are associated with four instructional levels: (1) remedial; (2) regular; (3) college bound; and (4) international baccalaureate. The study evaluated the performance by students in the four tracks on the Texas Assessment of Academic Skills (TAAS), the state's criterion-referenced basic skills test; and the Metropolitan Achievement Test (MATS), a norm-referenced test. For grade 9, there were 661 students in all four mathematics tracks, 634 students in the four English instructional tracks for reading, and 633 students in the four English tracks for writing. For grade 11, there were 433 students in all four mathematics tracks, 476 students in the four English instructional tracks for reading, and 479 students in the four English tracks for writing. Achievement data from both tests support the assertion that students in the separate levels work at different levels of achievement. Test results also provided evidence that students in each of the instructional tracks are achieving appropriate academic growth. Twenty-eight graphs and four tables present achievement data. An appendix with an additional 18 figures gives comparisons for magnet, zoned, and non-zoned students. (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Houston Independent School District, TX.
Identifiers: Houston Independent School District TX; Metropolitan Achievement Tests; Texas Assessment of Academic Skills