School Differences in Tracking Effects on Achievement

Abstract

This article examines whether tracking students for instruction can have a differential effect on student achievement across schools. Two mechanisms are posited for possible school effects: (1) schlool differences in the determinants of track placement and (2) school variance in the opportunities for learning presented to students by track. I argue that track placement is influenced by characteristics of a school's track structure, by assignment criteria, by theflexibility of track membership, and by a school's scheduling priorities. Differential growth in achievement within track level across schools is explained by school differences in track size and homogeneity, in the quantity and quality of instruction within track, and in the determinants of academic achievement. Longitudinal data from two cohorts of more than 4,000 students provide empirical evidence of school differences in tracking practices and tracking effects on learning. Policy implications of the results for the school choice debate and for organizational and pedagogical practice are discussed. Tracking, or the assignment of students to instructional groups by ability, is a common educational practice in American secondary schools. Most high schools track students for English and mathematics instruction, and many schools track for instruction in other academic subjects as well. In the past, comprehensive high schools generally had a three-track structure, designated as the academic, general, and vocational tracks. More recently, track designations are associated with course levels. A typical tracking structure today consists of advanced placement, honors, regular, and basic level courses. Larger schools may have more course levels while smaller schools may lack advanced placement courses