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ERIC Number: EJ696510
Record Type: Journal
Publication Date: 2004-Aug
Pages: 35
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0195-6744
Tracking Effects on School Achievement: A Quantitative Explanation in Terms of the Academic Culture of School Staff
van Houtte, Mieke
American Journal of Education, v110 n4 p354 Aug 2004
Research into educational stratification has consistently demonstrated an effect of tracking on pupils' achievement. Teachers' instructional practice forms a possible mechanism through which tracking affects achievement. I aim to test quantitatively this mediating role of instructional practice. I use data of 3,760 pupils and 745 members of staff in 34 secondary education schools in Flanders (Belgium). Multilevel analyses show that the school type (general or technical-vocational) affects the pupil's chance of failing, controlling for individual pupil features (e.g., ability), and that the academic staff culture mediates this effect of school type.
University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site:; e-mail:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium