Mitchell, Ross, & Mitchell, Douglas
Student Segregation and Achievement Tracking in Year-Round Schools
Gallaudet University, University of California, Riverside
Studied multitrack year-round education (MT-YRE) schools (system that differentiates school attendance groups) in California.
Journal Name or Institutional Affiliation:
Teacher College Record
Vol. 107, No. 4, pp. 529-562
- Multitask YRE is associated with substantial social and academic segregation of both students and teachers.
- Children are not typically assigned to tracks in response of their performance, but through the exercise of preferences (or constraints thereon), leading to differentiated learning opportunities as a consequence of MT-YRE track selection.
- Intertrack achievement gaps are large.
- Intertrack student demographic segregation is substantial. Demographic differences arising from students enrollment account for a very substantial part of the intertrack achievement differences.
- Tracks exhibit a correlated segregation among teachers. On average, students in the track with the lowest-achieving students have teachers with four fewer years of teaching experience and are almost four times more likely to have teachers with alternative credentials than the far more fully resourced students.
- Achievement differences are closely linked to demographic segregation.
- Achievement differences also align with teacher differences.
- In combination, teacher and student segregation account for about 95% of all achievement differences.
- Achievement differences become larger with extended exposure to MT-YRE.
Journal Article Empirical Research
Academic Achievement, Choice, Elementary School, Math, Reading
Method of Analysis:
School District (California)
Unit of Analysis:
- Extensive and detailed demographic and achievement data on 12,175 traditional- and MT-YRE- calendar elementary school students in grades 2 through 6.
- 43.7 % White students, 41.5% Hispanics, 9.7% Black and 5.1% Other.
- Average achievement levels in mathematics and reading on the spring 1998 statewide administration of the Stanford Achievement Test, Ninth Edition (SAT-9).
- DV: Reading and math achievement
- IV: Track placement, percentage non-White, percentage non-English, teaching experience and credentials