The DOI matches its Crossref record; 30 of the 30 references it cites were found in a registry or an index.
Sociodemographic Diversity, Correlated Achievement, and De Facto Tracking
Abstract
De facto tracking-the association between students' courses in disparate subjects, regardless of the decline of institutional mechanisms that organized de jure tracking-is a contested feature of secondary schools. Some analysts imply that de facto tracking arises simply because students who do well in one area often do well in other areas. Other analysts contend that pronounced tracking systems maintain racial, ethnic, and social-class segregation and thus that de facto tracking is driven, in part, by the sociodemographic composition of schools. This article investigates the school-level correlates of de facto tracking. An analysis of data from High School and Beyond suggests that the higher the correlation between students' achievements in different domains, the more pronounced the de facto tracking. However, racial-ethnic and socioeconomic diversity are also positively associated with de facto tracking, even though the achievement correlation is controlled. These findings suggest that de facto tracking may be maintained by both technical and demographic aspects of schools, both of which must be considered in any evaluation of tracking.
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In the citing paper
“students vary greatly in their academic ambitions, prior knowledge, and the environment in which learning is optimal”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Lucas & Berends, 2002
In the citing paper
“the primary rationale for tracking in schools is pedagogical”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Lucas & Berends, 2002
Citations
Cites
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Tracking: From Theory to Practice
Hallinan, M. T. (1994) · Sociology of Education · doi:10.2307/2112697 · Cited by 433
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Items 201–207 of 207
Lewis, A. E., & Diamond, J. B. (2024) · Oxford University Press eBooks · doi:10.1093/oso/9780197557068.002.0006
Lewis, A. E., & Diamond, J. B. (2024) · Oxford University Press eBooks · doi:10.1093/oso/9780197557068.003.0005
Fishman, S. H., & Ervin, M. E. (2025) · Research in Social Stratification and Mobility · doi:10.1016/j.rssm.2025.101109
School Leadership for Science Education
Halverson, R., Feinstein, N. W., & Meshoulam, D. (2011) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-61735-226-320251017
The Math/Science Equity Project
Mickelson, R. A., & Cousins, L. H. (2011) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-61735-401-420251013
Xu, S., & KELLY, S. (2026) · Social Science Research · doi:10.1016/j.ssresearch.2026.103370
Education Access and the STEM Divide
Salas, R. G. (2026) · Springer eBooks · doi:10.1007/978-3-032-20339-7_1
Metadata
- Authors
- Lucas, S. R., & Berends, M.
- Venue
- Sociology of Education
- Publisher
- JSTOR
- Published
- 2002-10
- Volume
- 75
- Issue
- 4
- Pages
- 328
- ISSN
- 0038-0407 (ISSN-L)
- OpenAlex
- W1971754158
- Cited by
- 216
- References
- 30
- Citations by year
- 2026: 3 · 2025: 2 · 2024: 22 · 2023: 6 · 2022: 7 · 2021: 9 · 2020: 10 · 2019: 14 · 2018: 11 · 2017: 7 · 2016: 18 · 2015: 12 · 2014: 10 · 2013: 11 · 2012: 11
- FWCI
- 22.32
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Sociology of Education (publishedVersion)
- 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 › Intergenerational and Educational Inequality Studies
- Keywords
- educational tracking, sociodemographic diversity, racial and ethnic diversity, socioeconomic diversity, school composition, secondary schools, High School and Beyond, school segregation
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