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ERIC Number: ED505476
Record Type: Non-Journal
Publication Date: 2004-Aug
Pages: 45
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: N/A
Evaluation, Placement, and Progression: Three Sites of Concern for Student Achievement. Research Monograph Series. RM04192
Lucas, Samuel R.
National Research Center on the Gifted and Talented
Schools are complex organizations that serve as the primary official location for the socialization of children in the United States. Given the centrality of this institution, many theoretical frameworks are usefully applied to their study. Regardless of the framework used, however, three focal features of schools stand out--evaluation, placement, and progression. Students are evaluated, they are placed in curricular locations, and they progress through a system of such placements on their march to adult status. Each one of these features is a site of potential concern to researchers and policymakers, for the nurturance of every student's capacities, and more specifically for nurturing the capacities of minority students. Considering three illustrative manifestations of these features--testing, tracking, and transitions--in some depth can reveal complexities that attend the educational attainment process. After considering these three illustrative cases, it will be possible to weave together their implications for all students, highlighting the ramifications for talented minority students in schools. (Contains 1 figure.)
National Research Center on the Gifted and Talented. University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-4676. Tel: 860-486-4676; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu/nrcgt.html
Publication Type: Opinion Papers; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: National Research Center on the Gifted and Talented