Lee, Valerie E., & Bryk, Anthony
Curriculum Tracking as Mediating the Social Distribution of High School Achievement
University of Michigan, University of Chicago
Differences in how tracking decisions are made. Pattern of students' course enrollments within academic tracks.
Journal Name or Institutional Affiliation:
Sociology of Education
Vol. 6, No. 2, pp. 78-94
- Catholic school students were twice as likely to have been assigned to academic track than to choose it.
- Congruity between educational aspirations and academic activities was much closer in the Catholic schools than in public schools.
- For the academic subjects, it is evident that Catholic School students enroll in substantially more courses than their public school counterparts.
- Advantage for more students in non-academic tracks in Catholic Schools is much greater.
- More differentiated academic structure of public High Schools
- Public High School is a social system that tends to amplify the initial differences that students bring to the school. The reverse seem to be true in Catholic schools.
- Students in the nonacademic tracks in Catholic schools showed a larger advantage in academic course enrollment than their counterparts in the nonacademic tracks in public schools.
Journal Article Empirical Research
Academic Achievement, Catholic Schools, Curriculum, Math, Private Schools, Tracking
Method of Analysis:
Unit of Analysis:
- Sample drawn from the first follow-up data on the sophomore cohort of High School and Beyond.
- All 83 Catholic High Schools and 94 random public schools
- Final sample consisted of 1883 Public school students, 2050 Catholic school students.
- Focus on math achievement area.
- DV: Math results in the HS&B
- IV: Background characteristics, proportion of minority students, track assignments, etc.