- Diversity of student social backgrounds is a basis for de facto tracking.
- More SES diversity is related to more de facto tracking.
- SES diversity is associated with increased de facto tracking in math and English.
- Analyzed alone, the incidence of racial diversity positively affects de facto tracking.
- The presence of racial diversity is also positively associated with de facto tracking.
- Controlling for prior achievement does not change the relationship. In private schools there was no association between SES and racial/ethnic diversity and de facto tracking.