Research has shown that students who like school have higher academic achievement and a lower incidence of disciplinary problems, absenteeism, truancy, and dropping out of school than do those who dislike school. Thus, one way to improve academic outcomes is to increase students' attraction to school. This study focused on the role of teachers in…

Discusses sociological contributions to understanding black and white inequality in education. Outlines political, cultural, and ideological perspectives on black-white inequality that guide empirical research about access to schooling, educational opportunities in schools, and outcomes of schooling. Relates these perspectives to educational…

Argues that a combination of communication difficulties and differing agendas hamper educational endeavors between social science researchers and educators. Recommends creating formal positions at the state or local level to facilitate linking basic and applied research to educational policy. (MJP)

Uses longitudinal data from fourth, fifth, and sixth grade children to test several hypotheses predicting influences of instructional organization on the formation and stability of children's friendships. (Author)

Examines sociometric data from 60 elementary classrooms to test the hypothesis that friendship patterns vary according to whether classrooms are "open" or "traditional." The author concludes that children's friendship patterns are affected by the structure of the classroom. (Author/DB)

Presents a conceptual framework for analyzing academic achievement and learning in light of school differences. Findings do not support the prevailing belief among sociologists of education, teachers, and parents that school differences are closely related to academic achievement. Additional research is suggested. (Author/DB)

Critiques Dreeben and Barr's study on classroom composition and the design of instruction. Cites two main criticisms of their conceptualization, stating that while it presents a promising approach to the study of schooling, it lacks the data necessary to test hypotheses adequately. (GEA)

Argues that previous research overlooks the structural and organizational factors that affect sex differences in the mathematics achievement of school children. Examines, in particular, the effect of ability grouping. Concludes that sex is a factor in the assignment of students to ability groups and that males are more likely than females to be…

Discusses middle school student tracking. Describes a longitudinal analysis of tracking among 1,669 students. Argues that the number, stability, and size of tracks are determined independently of the student population distribution. Suggests that tracking is often based upon students' track history and prior achievement. Identifies tracking…

Investigates characteristics of students and their close friends and how they affect college aspirations and attendance. Focuses on whether gender, race, and track placement in school result in different peer-influence processes. Finds influence varies with racial and gender compositions of friendships. (NL)

Maintains that ability-group tracking focuses on two issues: (1) whether tracking is more effective in promoting student learning; and (2) whether all students benefit from tracking to the same degree. Concludes that tracking, as currently practiced, tends to be both inequitable and, at least for some students, ineffective. (CFR)