TY  - JOUR
AB  - Schools utilize an array of strategies to match curricula and instruction to students’ heterogeneous skills. While generations of scholars have debated “tracking” and its consequences, the literature fails to account for diversity of school-level sorting practices. In this paper we draw upon the work of Sørenson (1970) to articulate and develop empirical measures of five distinct dimensions of school cross-classroom tracking systems: (1) the degree of course differentiation, (2) the extent to which sorting practices generate skills-homogeneous classrooms, (3) the rate at which students enroll in advanced courses, (4) the extent to which students move between tracks over time, and (5) the relation between track assignments across subject areas. Analyses of longitudinal administrative data following 24,000 8th graders enrolled in 23 middle schools through the 10th grade indicate that these dimensions of tracking are empirically separable and have divergent effects on student achievement and the production of inequality.
AU  - Domina, Thurston
AU  - McEachin, Andrew
AU  - Hanselman, Paul
AU  - Agarwal, Priyanka
AU  - Hwang, NaYoung
AU  - Lewis, Ryan
DA  - May 2019
PY  - 2019
ST  - Beyond tracking and detracking: The dimensions of organizational differentiation in schools
T2  - EdWorkingPapers.com
TI  - Beyond tracking and detracking: The dimensions of organizational differentiation in schools
UR  - http://www.edworkingpapers.com/ai19-65
ER  -