Abstract
Because the stratified levels in schools and school systems bear widely accepted symbolic statuses, students' positions in the hierarchy may influence the pattern of their educational careers, independently of their scholastic achievement. This article measures the effects of the rank of students' reading groups in first grade and their first-grade achievement on assignment to a reading group at the beginning of second grade. Two patterns are discovered: one in which students' reading-group levels in second grade depend on their first-grade positions, and a second in which achievement appears to be the criterion used for placement. However, examination of the composition of first- and second-grade reading groups reveals that in both cases, teachers attempt to reduce the heterogeneity of low- and middle-reading groups between first and second grade.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
