ERIC Number: ED324702
Record Type: RIE
Publication Date: 1990-Aug
Reference Count: N/A
Access to Excellence: Assignment to Honors English Classes in the Transition from Middle to High School.
A study examined the processes and criteria of assignment to honors English classes in the context of the transition from middle to high school. Five midwestern school districts--four public school districts and one Catholic diocese--participated in the study. Data consisted of interviews with school staff, school records, and student survey questionnaires. Results indicated that although student performance affected placement in all districts, four of the five relied heavily on past ability-group placements in assigning students for ninth-grade English. This practice tends to limit opportunities for upward mobility for students outside the honors level. Results also indicated that although students and parents have formal control over the assignment process, only one district showed any evidence of this control being exercised. (Four tables of data and 3 notes are included; 36 references are attached.) (Author/RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center on Effective Secondary Schools, Madison, WI.
Note: Paper presented at the Annual Meeting of the American Sociological Association (Washington, D.C., August 1990).