The contours of tracking in North Carolina
Abstract
In this analysis of North Carolina high schools the author examines school tracking policies using an amended version of Sorensen's (1970) conceptualization of the organizational dimensions of tracking. Data from curriculum guides in a stratified sample of 92 high schools reveal both consistency and variation in how tracking is implemented at the school level. Understanding the policies that promote inclusive course taking, or that affect other dimensions of tracking, such electivity and scope, is the first step to improving the implementation of tracking. Research on tracking will continue to be disconnected from school improvement efforts until the relationships between school policies, the organizational dimensions of tracking, and outcomes for students are understood.
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Kelly (2007) stated that tracking was intensified by school policies such as co-requisite regulations that link placements in academic courses.
“Kelly (2007) further stated that tracking was intensified by school policies such as co-requisite regulations that link placements in academic courses.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Kelly (2007)
Kelly (2007) found that most students were tracked based on ability and age.
“The findings indicated that most students were tracked based on ability and age.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Kelly (2007)
Kelly (2007) stated that track placements in English and math often determine placement in social studies and science respectively.
“Track placements in English and math often determine placement in social studies and science respectively”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Kelly (2007)
Kelly (2007) found that course-taking in English and mathematics courses were highly differentiated.
“However, course-taking in English and mathematics courses were highly differentiated.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Kelly (2007)
Kelly (2007) found that all of the North Carolina high schools in the study had the same course requirements for graduation.
“He found that all of the North Carolina high schools in the study had the same course requirements for graduation.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Kelly (2007)
Cites
Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality?
Gamoran, A., & Mare, R. D. (1989) · American Journal of Sociology · doi:10.1086/229114 · Cited by 663 · cited 1× · see citing works
“These social and institutional effects, coupled with differences in instruction in tracked classes (Gamoran et al, 1995), lead to increased achievement growth in high-track classrooms compared to students in regular- or low-track classrooms (Gamoran & Mare, 1989).”
BackgroundSociodemographic Diversity, Correlated Achievement, and De Facto Tracking
Lucas, S. R., & Berends, M. (2002) · Sociology of Education · doi:10.2307/3090282 · Cited by 216 · see citing works
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The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings
Fletcher ., E. C., & Zirkle, C. (2009) · Career and Technical Education Research · doi:10.5328/cter34.2.81 · Cited by 44 · see citing works
- Authors
- Kelly, S.
- Affiliations
- University of Notre Dame (US)
- Corresponding author
- Kelly, Sean
- ORCID
- Kelly, Sean
- Venue
- The High School Journal
- Publisher
- Project MUSE
- Published
- 2007-04
- Volume
- 90
- Issue
- 4
- Pages
- 15-31
- ISSN
- 0018-1498 (ISSN-L)
- 1534-5157
- OpenAlex
- W1972426257
- Cited by
- 59
- References
- 2
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 3 · 2023: 4 · 2022: 1 · 2021: 6 · 2020: 2 · 2019: 3 · 2018: 3 · 2017: 2 · 2016: 3 · 2015: 3 · 2014: 3 · 2013: 3 · 2012: 10
- FWCI
- 10.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The High School journal/The High school journal (publishedVersion)
- Project Muse (Johns Hopkins University) (submittedVersion)
- Topics
- Social Sciences › Education › School Choice and Performance
- Social Sciences › Sociology and Political Science › Critical Race Theory in Education
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Keywords
- educational tracking, school improvement
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