NotesFAQContact Us
Search Tips
ERIC Number: ED298643
Record Type: RIE
Publication Date: 1987-Apr
Pages: 28
Abstractor: N/A
Tracking in Secondary Schools: A Contextual Perspective.
Oakes, Jeannie
This article explores the school context of tracking, with a mention of the societal contexts of tracking. A brief review of tracking practices, assumptions, and evidence of effects is included in the beginning of the paper. Several relationships within the schooling context of tracking are discussed: (1) student characteristics and track placement; (2) track systems and track placements; (3) track systems, student placements, and learning opportunities; and (4) responses, outcomes, and future placements. Throughout the article, a set of hypotheses is raised to account for tracking's effects and its persistence as school practice. These hypotheses are as follows: (1) the schooling context of tracking consists of a complex set of relationships among structures and events within schools, and this schooling context has long-term consequences for students' cognitive and affective outcomes; (2) the societal context of tracking--specifically, historically grounded assumptions and shared norms about how schools should respond to student diversity--shapes the content and processes of school tracking; and (3) contextual considerations can explain tracking's persistence in schools despite empirical evidence against its effectiveness. Extensive references are included. (SI)
Publication Sales, The RAND Corporation, 1700 Main Street, Santa Monica, CA 90406-2138 ($4.00).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Rand Corp., Santa Monica, CA.