ERIC Number: ED132737
Record Type: RIE
Publication Date: 1976-May
Reference Count: 0
Selection and Allocation Within Schools: Some Causes and Consequences of Curriculum Placement. Report No. 213.
Alexander, Karl L.; McDill, Edward L.
A multivariate "school process" model is evaluated to explore the antecendents and consequences of curriculum enrollment. Selected characteristics of peer associates, measures of academic achievement, and three subjective outcome variables--educational plans, self-conceptions of academic competence, and intellectual orientations--are considered. The analysis, based on questionnaire and testing data for a sample of high school seniors, identifies academic ability and status origins as important determinants of curriculum placement. Curriculum enrollment and other school process variables, including characteristics of peer associates and academic performance, both contribute uniquely to the explanation of subjective orientations and serve as important mediators of background influence. Evidence is provided for the substantial importance of curriculum enrollment for both cognitive and noncognitive outcomes of schooling, as well as for retention in school. (Author)
Descriptors: Academic Achievement, Aspiration, College Preparation, Curriculum, Educational Environment, Educational Research, Enrollment, High School Students, High Schools, Peer Relationship, School Holding Power, School Role, Self Concept, Social Class, Social Stratification, Statistical Analysis, Student Motivation, Student Placement
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools.