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1995 - Matchmaking: The Dynamics of High School Tracking Decisions

Attribution: Oakes, Jeannie, & Guiton, Gretchen
Researchers: Gretchen GuitonJeannie Oakes
University Affiliation: Ford Foundation; University of Colorado - Denver
Email: gretchen.guiton@uchsc.edu
Research Question:
Examines how educators frame tracking decisions.
Published: 1
Journal Name or Institutional Affiliation: American Educational Research Journal
Journal Entry: Vol. 32, No. 1, pp. 3-33
Year: 1995
Findings:
  • The authors present seven propositions about the dynamics of tracking based on their fieldwork and transcript analysis.
  • One proposition is that race, ethnicity, and social class signal ability and motivation and consequently influence curriculum decisions. The authors arrive at a conclusion that does not point to a single theoretical explanation.
  • Structural, cultural, and political factors all influence tracking decisions.
  • Tracking decisions result from differentiated hierarchical curriculum structures; school cultures that are alternatively committed to common schooling and accommodating differences; and political actions by individuals within those structures and cultures aimed at influencing the distribution of advantage.
Keywords: CollegeHigh SchoolMathTrackingRegions: WestMethodologies: MixedAnalysis Methods: Logistic Regression Sampling Frame:Three High Schools in the West Coast Urban Center
Sampling Types: NonrandomAnalysis Units: StudentData Types: Mixed-Cross Sectional
Data Description:
  • Specially interested in identifying factors that contribute to the racial, ethnic, and social class patterns of curriculum participation.
  • Data are collected at three high schools in adjacent communities within a major West Coast urban center.
  • Data are collected via interviews with educators (principals, counselors, teachers, curriculum directors) and students and analysis of documents (student handbook, course descriptions, schedules).
  • Background info and transcript data for all students who were seniors in 1987-1988 are collected.
  • The sample included graduates and non-graduates.
  • Data was triangulated and coded by at least two researchers.
  • IV: Gender, race, date of birth, test scores, coursework, and end of high school outcomes were collected for each student.
  • DV: Probability of taking college-prep math (probability of taking Algebra 2 in the 11th grade or earlier). Also probability of becoming a vocational concentrator.
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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