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Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S. – Journal of Educational Research, 2019
Algebra I is a crucial course for middle and high school students for successful STEM-related coursework. A key issue is whether students should take Algebra I in Grade 8 versus Grade 9. Large-scale policy studies show conflicting results, and there are few (particularly longitudinal) individual difference studies. In the study, 53 students were…
Descriptors: Algebra, Prediction, Grade 8, Grade 9
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Domina, Thurston; McEachin, Andrew; Hanselman, Paul; Agarwal, Priyanka; Hwang, NaYoung; Lewis, Ryan W. – Sociology of Education, 2019
Schools use an array of strategies to match curricula and instruction to students' heterogeneous skills. Although generations of scholars have debated ''tracking'' and its consequences, the literature fails to account for diversity of school-level sorting practices. In this article, we draw on the work of Sørensen and others to articulate and…
Descriptors: Track System (Education), Homogeneous Grouping, Correlation, Longitudinal Studies