The stereotype content model (SCM) describes that groups of people are mainly appraised according to two dimensions: warmth and competence. The present study's aim was to investigate possible stereotyped perceptions held by Grade 12 students in Flanders (the northern part of Belgium) of students in the three major educational tracks. They were…

Educational tracking can lead to different citizenship outcomes. Most studies on the relationship between citizenship and educational track membership applied a variable-centered approach, comparing averages between tracks but not considering differences between students within a track. Person-centered approaches have shown that different…

The relationship between academic tracking and exclusionary discipline actions has only been studied in a limited number of empirical studies. By placing students at the lower strata, schools deprive them of the educational opportunities, widening the educational opportunity gap in a process we define as "opportunity stratification."…

Mathematics continues to be one of the most significant barriers to student success, particularly in the community college sector. Many students are placed into the algebra-based track, which is often viewed as the "safe" or most desirable option, when they likely would have been better served in an alternative mathematics pathway more…

High-performing suburban districts are often looked to as a model for teaching and learning. The status quo, for many students, indicated future success. However, when the authors critically examined their structures and practices, they saw places where they perpetuated inequities. Specifically, these practices included tracking students in…

The present study investigated adolescents' emotional anticipation profiles at the prospect of high school graduation and examined whether these profiles were similar across gender, educational track, and grade. Our results shed light on profiles that were distinct in level and shape: a Positive Anticipatory-Positive Anticipated emotions profile,…

This paper examines the effects of different forms of tracking on learning inequalities in compulsory education. We use longitudinal monitoring of four cohorts of students over a four-year period, from their entry into secondary 1 education until they enter secondary 2 education. Our data include 18,706 students. We use multilevel regression…

While considerable research in education has established objective and subjective status differences between tracks and focused on the outcomes of ability grouping on students' educational and broader outcomes, there is virtually no research that explains students' variability in track valuation. This study relies on theoretical insights from…

Equal opportunities in the context of education can be interpreted as ensuring equitable access to certain kinds of education (e.g. an academic track) or as equal opportunities to lead a fulfilling life regardless of the educational route followed (e.g. vocational or academic). These interpretations are in tension: the former implies a hierarchy…

This study examined the prevalence of teacher tracking in a population of 1,822 mathematics teachers in 184 high schools in a single state. Results showed that 70% of teachers were tracked by course level, course track, or both. Three fourths of high schools tracked at least 58% of their mathematics teachers. We also found significant differences…

Tracking is the practice of grouping students into homogeneous classes based on their perceived ability or intelligence. It is a pervasive system used by school districts across the United States and, like most widely used practices, it has its proponents and opponents. Through a qualitative case study approach, this study aims to explore…

This study used a mixed methods approach to examine student access and achievement differences based on the students' 7th-grade mathematics class placement. Additionally, this study investigated the difference between teachers' perceptions and pedagogical decisions based on their students' placement levels. Finally, this study asked for teacher…

The tracked mathematics system has been operating in US schools for decades. However, research demonstrates negative effects on subgroups of students by keeping them in a single math track, thereby denying them access to rigorous coursework needed for college and career readiness. The journey to change this involves confronting some long-standing…

When students are grouped into school tracks, this has lasting consequences for their learning and later careers. In Germany to date, some groups of students (boys, ethnic minority students) are underrepresented in the highest track. Stereotypes about these groups exist that entail negative expectations about their suitability for the highest…

Tracking is the practice of sorting students into courses based on their perceived ability. Middle school mathematics programs commonly track students into leveled courses with differential access to curriculum, instructional practices and future courses. With 40 years of research to draw on, every professional organization of mathematics…