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ERIC Number: EJ1111102
Record Type: Journal
Publication Date: 2016-Aug
Pages: 38
Abstractor: As Provided
ISSN: ISSN-0002-8312
Detracking and Tracking Up: Mathematics Course Placements in California Middle Schools, 2003-2013
Domina, Thurston; Hanselman, Paul; Hwang, NaYoung; McEachin, Andrew
American Educational Research Journal, v53 n4 p1229-1266 Aug 2016
Between 2003 and 2013, the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubled to 65%. In this article, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political pressures, California schools responded to the algebra-for-all effort in diverse ways. While some schools detracked by enrolling all eighth graders in algebra, others "tracked up," creating more advanced geometry opportunities while increasing algebra enrollments. These responses created a new differentiated course structure that is likely to benefit advantaged students. Consistent with the effectively maintained inequality hypothesis, we find that detracking occurred primarily in disadvantaged schools while "tracking up" occurred primarily in advantaged schools.
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Grant or Contract Numbers: N/A