NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1174102
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1555-5062
Tracking Myself: African American High School Students Talk about the Effects of Curricular Differentiation
Stanley, Darrius; Chambers, Terah T. Venzant
International Journal of Education Policy and Leadership, v13 n1 2018
Research on the merit of school tracking policies has long been at the center of heated educational debate. Unfortunately, while the trend in studies looking at tracking in schools has continued, the student perspective has been underutilized in much of this previous research. Recently, however, there has been a surge in research that focuses on the benefits of student-centered research This research recognizes the legitimacy of student perspectives in reform efforts. This paper focuses on the student perspectives in a qualitative project with seven black students to understand the insights and contributions they have for school leaders. Findings revealed that students can contribute nuanced perspectives on complex educational reform issues, such as tracking, and provide powerful insights that should be considered in school reform conversations.
PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A