Choosing Tracks:“Freedom of Choice” in Detracking Schools

Yonezawa, Susan; Wells, Amy Stuart; Serna, Irene

doi:10.3102/00028312039001037

Cited by 146 publications

(180 citation statements)

References 46 publications

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“…Thus, the racial composition of schools may create an environment of inclusion for some, but exclusion for others (Feagin et al 1996;Yonezawa et al 2002;Lewis 2003). Because predominantly white schools often fail to adequately incorporate the values, interests, or history of people of color into the curriculum and school culture, black and Hispanic students attending such schools may feel alienated and subsequently disengage from school (Feagin and Sikes 1994;Lewis 2003).…”

Section: Introductionmentioning

confidence: 99%

Effect of School Racial Composition on Trajectories of Depressive Symptoms from Adolescence Through Early Adulthood

2011

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We investigate the effect of high school racial composition, measured as percent of non-Hispanic white students, on trajectories of depressive symptoms from adolescence to early adulthood. We also explore whether the effect of school racial composition varies by respondent race/ethnicity and whether adult socioeconomic status mediates this relationship. We analyzed four waves of data from the National Longitudinal Study of Adolescent Health using 3-level linear growth models. We restricted our sample to respondents enrolled in grades 9-12 in 1994/5 who were interviewed at a minimum in Waves I and IV. This resulted in 10,350 respondents enrolled in 80 high schools in 1994/5 (5,561 whites, 2,030 blacks, 1,834 Hispanics, 738 Asians, and 187 of other race). As the percentage of white students increased at the high school respondents attended in 1994/5, blacks reported more depressive symptoms. This effect did not vary by age. In comparison, Asian and Hispanic respondents who attended predominantly white high schools had lower levels of depressive symptoms than their counterparts who attended predominantly minority schools, but they also experienced a slower decline in depressive symptoms through early adulthood. Adult SES mediated the relationship between high school racial composition and depressive symptoms for black, but not for Asian or Hispanic respondents. Our results suggest that high school racial composition is associated with trajectories of depressive symptoms through early adulthood, but the effect differs by respondents' race/ethnicity. Racial/ethnic disparities in depressive symptoms during early adulthood may have their origins in adolescence.

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Section: Introductionmentioning

confidence: 99%

Effect of School Racial Composition on Trajectories of Depressive Symptoms from Adolescence Through Early Adulthood

2011

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“…However, given that we do not have evidence of such uninspiring pedagogy in our schools, the views and learner identities of the higher attainers may have been influenced earlier by attainment structures and cultures in primary schools. Yonezawa et al (2002) maintain that 'students who are labelled gifted in elementary school develop a habitus of entitlement' (52). The setting structures in secondary schools, as Reay et al (2011) argue in their study of white middle-classes choosing urban comprehensives, 'simultaneously build upon and maintain' the sense of superiority and entitlement for middle-class high-attaining students and their parents:…”

Section: 'I Feel a Bit Held Back': Competitive Individualism In Mixedmentioning

confidence: 99%

Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment

Tereshchenko¹,

Francis²,

Archer³

et al. 2018

Research Papers in Education

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There is a substantial international literature around the impact of different types of grouping by attainment on the academic and personal outcomes of students. This literature however is sparse in student voices, especially in relation to mixed-attainment practices. Research has indicated that students of different attainment levels might have different experiences and views of grouping structures. This paper represents a significant contribution to this literature.Drawing on the data collected as part of a large study on student grouping and teaching in England, we analyse the attitudes of students of different attainment levels to mixedattainment practice, focusing on their explanations for their preferences or aversion to mixedattainment classes. The dataset is drawn from group discussions and individual interviews with 89 students age 11/12 (Year 7) from eight secondary schools practicing mixed-attainment grouping in mathematics and English. Our analysis identifies some broad patterns in student attitudes, including a strong preference for mixed attainment among those at lower prior attainment. The analysis of the explanations students give for their opinions on mixedattainment practice demonstrates how the learner identities of different groups of students are constituted in various ways by the discourses around 'ability', and constrained by the dominant ideology of 'ability' hierarchy.

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“…However, they sometimes have "hidden prerequisites" that can vary from school to school. For example, taking another course before taking an AP course, having a high GPA, and standardized test results on a comprehension test may be set by an AP counselor in a school campus (Yonezawa, Wells, & Serna, 2002). As a result, low performing students cannot take any AP courses even if they are willing to take them.…”

Section: What Has Been the Policy Of Enrollmentmentioning

confidence: 99%

Document Analysis of School District Policies on Advanced Programs, International Baccalaureate, and Dual Credit Programs in the United States

Cetin

Moore

Bowman

2014

SUJE

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The aim of the study was to investigate the similarities and differences among the school district policies on Advanced Placement, International Baccalaureate, and Dual Credit programs across the United States and how complicated the policies are for parents and students to read and comprehend. The study was designed as a document analysis in which a total of forty-two school districts were randomly selected across the nation, and their policies on these three advanced programs were used as the data source. Flesch-Kincaid readability test was employed to measure the readability of the each district policy based on the pattern of reading ease score guideline. In addition, implications for practice were given based on the findings of the study.

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Choosing Tracks:“Freedom of Choice” in Detracking Schools

Cited by 146 publications

References 46 publications

Effect of School Racial Composition on Trajectories of Depressive Symptoms from Adolescence Through Early Adulthood

Effect of School Racial Composition on Trajectories of Depressive Symptoms from Adolescence Through Early Adulthood

Learners’ attitudes to mixed-attainment grouping: examining the views of students of high, middle and low attainment

Document Analysis of School District Policies on Advanced Programs, International Baccalaureate, and Dual Credit Programs in the United States

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