NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED407744
Record Type: Non-Journal
Publication Date: 1997-Feb
Pages: 50
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Creating a Culture of Detracking in a Learner-Centered School: Issues, Problems, and Possibilities.
Ovando, Martha N.; Alford, Betty J.
Rigid tracking systems structure inequality and affect students' opportunity to learn. Moreover, students gain from participating in rigorous advanced courses. This case study identified the practices and processes involved in creating a school culture of detracking wherein more students participate in high school advanced courses and experience increased success in learning. Methods included interviews with teachers, counselors, and administrators; document analysis; observation of meetings and class sessions; and a survey of 55 teachers at a large, suburban high school with a diverse student body. The study identified specific practices that promoted a culture of detracking--the practices that developed the areas of goals, communication, and support. Findings revealed the importance of shared, collaborative leadership in ongoing efforts to increase student participation and success in advanced courses. Educators communicated to students and parents the benefits of participation in advanced courses through programs, newsletters, and course catalogs. Support was sustained through forming student study teams and Saturday review sessions, providing faculty development opportunities, creating faculty vertical teams, providing incentives and rewards for students and teachers, and conducting a Summer Math Academy. A conclusion is that schools can significantly influence student participation and success in advanced-level courses through proactive goal-setting, support, and communication. Four figures and two tables are included. (Contains 59 references.) (LMI)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A