Getting on the Fast Track in Mathematics: School Organizational Influences on Math Track Assignment

Abstract

This study examines the ways in which school-level policies and procedures influence students' probabilities of being placed in the accelerated track in mathematics in the middle school and senior high years. Data collected from interviews with school administrators in 26 school districts show that substantial variations exist among districts in students' opportunities to be placed in this track. Differences in district parental education levels as well as in beliefs among school administrators about the importance of and eligibility for accelerated math (especially calculus) help explain these variations. The exclusionary character of course assignment policies in mathematics that emerged in some districts supports the finding of other researchers that tracking policies have the effect of choking off the supply of highly trained students prepared for college-level mathematics.