- Involvement of parents of higher social class does not appears to contribute much to the advantage their children have in being placed into more academic math sequences.
- General expectations about educational attainment had a strong positive effect, as did specific expectations about placement in the college and vocational tracks.
- Social class operates regardless of the level of student achievement, though the effects on math sequence placement are slightly stronger for students attempting to make the transition out of the lowest math sequence.
- Part of social class advantage exists because higher social class students attend schools with more academic course offerings and enrollment.
- Parent-school relationship in the form of direct involvement has little impact on track placement in High School.