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ERIC Number: ED528625
Record Type: Non-Journal
Publication Date: 2009
Pages: 218
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1094-4175-8
How Mathematics Teachers Explain Their Placement Recommendations for Ninth Grade Students
Bright, Anita L.
ProQuest LLC, Ph.D. Dissertation, George Mason University
Successful completion of Algebra I is very important for all students in the United States, because it is a high-stakes, gatekeeper course that determines access to additional mathematics (and many science) courses. However, a substantial proportion of students with historically marginalized identities do not gain access to Algebra I until much later in their academic careers than their middle-class, White, English-speaking, fully able peers. This is not only an issue of tracking individual students, but is also indicative of a more profound, institutionalized set of practices. Using a purposive sample, this research highlights the ways typical teachers make tracking and student-placement decisions. Teachers in this research reported a heavy reliance on (1) their own omniscience; (2) collaboration with students and families; and (3) an intense commitment to ensure all students succeed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States