- The high track class achieved more and the low track class achieved less than was expected.
- Quantitative analysis found differences in instruction account for differences in achievement growth between the two tracks.
- The CLASS program found evidence of dialogic instruction in both classes. There was more discussion in the high track class and greater coherence.
- Discourse analysis better explained classroom process.
- Cultural models are important. The teacher’s cultural models of her students affected the level of instruction, the selection of texts, methods, and coherence of the curriculum.
- Understanding of cultural model may shed light on why tracking does not result in optimal achievement growth for all students.