Year: 2012
Type: dissertation
Study design: Observational Study
Abstract: The researcher examined the academic performance of low-tracked students (n=156) using standardized math test scores to determine whether there is a statistically significant difference in achievement depending on academic environment, tracked or nontracked.An analysis of variance (ANOVA) was calculated, using a paired samples t test for a single cohort as both low-and high-tracked students were reorganized from heterogeneous course assignments in Grades 6 and 7 to an ability-grouped assignment in Grade 8.The researcher conducted a non-experimental study to analyze the influence of tracking on the academic achievement of non-accelerated students as measured by Grade 8 standardized math scores.The researcher analyzed the data using a longitudinal explanatory design.The data used were the NYSTP Math scores for a single cohort over a three-year period in Grades 6 through 8.An analysis of the data revealed that sorting the students into two groups for the purposes of math instruction -accelerated and standard curriculum -did not have a positive influence on math achievement for either group.The lower-tracked students demonstrated statistically significant decreases (p<.05) in performance on standardized math testing when assigned to a non-accelerated course of instruction.Furthermore, the pattern of declining math achievement for economically disadvantaged students enrolled in a tracked environment is significantly greater than the pattern of decline when compared to the group as a whole.In this instance, low SES students do not have the same access to a high quality curriculum as their wealthier peers.This puts students who are already in crisis at an even greater disadvantage.At a time when offering greater resources to low SES students would benefit them the most, these
Author: Robert R. Pritchard
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W1688494234