The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes

The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes

Bibliographic Details
Main Author: Glasner, David P.
Language:English
Published: Cleveland State University / OhioLINK 2018
Subjects:
Education
Education Policy
Mathematics Education
Middle School Education
Secondary Education
Mathematics
Tracking
student achievement
mathematics education
achievement gap
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-csu15420427278868872021-08-03T07:08:42Z The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes Glasner, David P. Education Education Policy Mathematics Education Middle School Education Secondary Education Mathematics Tracking student achievement mathematics education achievement gap The purpose of this study was to explore whether and how tracking structures in mathematics courses at the middle school level relate to differences in achievement between white and black students. This study used propensity score matching to compare the achievement outcomes of students enrolled in advanced mathematics classes, with students of comparable ability and background enrolled in grade-level math classes. The study sample was comprised of 1,510 students. Results from the study show that enrollment in an advanced-math course was associated with statistically significant improvement in math achievement for average-ability students. In addition, study results show that increases in student achievement associated with average-ability black student enrollment in advanced-level math courses surpass the increases in math achievement outcomes associated with average-ability white student enrollment in advanced-level math courses. These findings have important equity implications because average-ability black students opt to enroll, or are disproportionately placed, in grade-level math as compared to average-ability white students. The findings suggest that increased enrollment of average-ability black and white students in advanced-level math would lead to a reduction in the racial math achievement gap and to improved math achievement outcomes for both black and white students. 2018-12-17 English text Cleveland State University / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887 http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Education
Education Policy
Mathematics Education
Middle School Education
Secondary Education
Mathematics
Tracking
student achievement
mathematics education
achievement gap
spellingShingle Education
Education Policy
Mathematics Education
Middle School Education
Secondary Education
Mathematics
Tracking
student achievement
mathematics education
achievement gap
Glasner, David P.
The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes
author Glasner, David P.
author_facet Glasner, David P.
author_sort Glasner, David P.
title The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes
title_short The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes
title_full The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes
title_fullStr The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes
title_full_unstemmed The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes
title_sort impact of tracking students in mathematics on middle school student achievement outcomes
publisher Cleveland State University / OhioLINK
publishDate 2018
url http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887
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