Matchmaking: The dynamics of high school tracking decisions
Abstract
Over the past 20 years, research has expanded educators’ knowledge of the impact of high school tracking on students’ curriculum opportunities and outcomes. Researchers also know that students are unevenly distributed among tracks, with low-income and minority students more likely to be in low ability classes for the non-college-bound. At the same time, they still understand little about how schools actually match particular students to tracked courses. Scholars and educators variously draw on technical/structural (e.g., a match between tracking and the differentiated structure of workforce), cultural (e.g., norms regarding race, social class, and educational prospects), and political or individualistic (e.g., choice, parent pressure) theories to explain students’ track assignments. To shed further light on the school dynamics that shape track-related course taking, we provide findings from a 2-year examination of tracking decisions at three comprehensive high schools. Setting these findings against prior theoretical and empirical work, we suggest an eclectic explanation that blends structural, cultural, and individualistic explanations for track assignments. High school tracking decisions, we conclude, result from the synergy of three powerful factors: differentiated, hierarchical curriculum structures; school cultures alternatively committed to common schooling and accommodating differences; and political actions by individuals within those structures and cultures aimed at…
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Oakes and Guiton (1995) found that teachers utilized junior high school teachers' opinions of students' abilities and motivation to determine their track placements.
“Findings demonstrated that teachers utilized junior high school teachers' opinions of students' abilities and motivation to determine their track placements.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Oakes and Guiton (1995)
Oakes and Guiton (1995) found that teachers believed students' track placements were accommodations aligned with students' abilities and motivation.
“teachers believed that students' track placements were accommodations that were in alignment with students' abilities and motivation”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Oakes and Guiton (1995)
Oakes and Guiton (1995) found that structural issues such as policies regulating course offerings, reduced resources, and transformations in demographics impacted curriculum decisions.
“Fourth, structural issues (such as policies regulating course offerings) impacted curriculum decisions, as well as reduced resources and transformations in demographics.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Oakes and Guiton (1995)
Oakes and Guiton (1995) found that teachers did not attempt to alter students' abilities or motivation.
“they did not attempt to alter students' abilities or motivation.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Oakes and Guiton (1995)
Oakes and Guiton (1995) suggested that a complex interplay of structural, cultural, and political dynamics accounted for decision-making in the placement of students in differentiated tracks.
“Correspondingly, the researchers suggested that a complex interplay of structural, cultural, and political dynamics accounted for decision-making in the placement of students in differentiated tracks.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Oakes and Guiton (1995)
Oakes and Guiton (1995) found that race/ethnicity and social class were determining factors for track placements.
“Third, race/ethnicity and social class were determining factors for track placements.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Oakes and Guiton (1995)
Oakes and Guiton (1995) found that students in high-status curriculum tracks were more positively benefited when structural changes, resources, and shifting demographics occurred.
“In addition, students in high-status curriculum tracks were more positively benefited when structural changes, resources, and shifting demographics occurred.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Oakes and Guiton (1995)
Cited by
Sorted by citations
Racial and Ethnic Stratification in Educational Achievement and Attainment
Kao, G., & Thompson, J. S. (2003) · Annual Review of Sociology · doi:10.1146/annurev.soc.29.010202.100019 · Cited by 1,386 · see citing works
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
Giani, M. S. (2019) · Educational Policy · doi:10.1177/0895904817745375 · Cited by 28 · see citing works
- Authors
- Oakes, J., & Guiton, G.
- Affiliations
- University of California, Los Angeles (US)
- University of Southern California (US)
- ORCID
- Guiton, Gretchen
- Venue
- American Educational Research Journal
- Published
- 1995-03
- Volume
- 32
- Issue
- 1
- Pages
- 3-33
- ISSN
- 0002-8312 (ISSN-L)
- 1935-1011
- OpenAlex
- W2058783410
- Cited by
- 384
- References
- 0
- Citations by year
- 2026: 6 · 2025: 6 · 2024: 10 · 2023: 9 · 2022: 14 · 2021: 11 · 2020: 16 · 2019: 14 · 2018: 21 · 2017: 18 · 2016: 14 · 2015: 15 · 2014: 21 · 2013: 14 · 2012: 21
- FWCI
- 51.85
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Educational Research Journal (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 › Educational Theory and Curriculum Studies
- Keywords
- comprehensive high schools, school culture, low-income students, minority students, non-college-bound students, school restructuring
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