Measuring Conditions and Consequences of Tracking in the High School Curriculum

Autor/inn/en	Archbald, Doug; Keleher, Julia
Titel	Measuring Conditions and Consequences of Tracking in the High School Curriculum
Quelle	In: American Secondary Education, 36 (2008) 2, S.26-42 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Track System (Education); Student Placement; Ability Grouping; Decision Making; Data; Secondary School Curriculum; High School Students; High Schools; Technology Integration; Information Technology; Computer Managed Instruction + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Schülerpraktikum; Homogene Gruppierung; Niveaugruppierung; Streaming; Decision-making; Entscheidungsfindung; Daten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Informationstechnologie; Computer-assisted instruction; Computerunterstützter Unterricht
Abstract	Despite a decade of advocacy and advances in technology, data driven decision making remains an elusive vision for most high schools. This article identifies key data systems design needs and presents methods for monitoring, managing, and improving programs. Because of its continuing salience, we focus on the issue of tracking (ability grouping). We provide specific examples of useful analyses for measuring the conditions and consequences of tracking. We also discuss how to make transcript data useful for analyzing inter-track mobility, for monitoring course placement decisions, and for drilling down to plan interventions for subsets of students. (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10