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Why Do Some Schools Group by Ability? Some Evidence from the NAEP

机译:为什么有些学校按能力分组? NAEP的一些证据

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This article explores the reasons that schools choose to group their students by ability. A mathematical model suggests that high diversity of achievement and a large number of students in a school will cause a school to be more likely to group. Less legitimately, some schools may choose to use ability grouping to segregate students by race or class within a school. The data used in this study come from the 1992 NAEP 8th grade Mathematics Assessment. Cross-tabulations suggest that ability grouping is correlated with diversity of student achievement, the number of students, racial diversity, and low levels of poverty. The mean achievement of students and school spending levels do not have much correlation with the schools' tracking decisions. Logit regressions indicate that the number of students in a school and its racial diversity are most important, and that other factors (most notably the diversity of achievement) are not. These results lend credence to those who suggest that grouping is not necessarily done for academic reasons, but rather is a subtle way to segregate by race or class.
机译:本文探讨了学校选择按能力对学生进行分组的原因。一个数学模型表明,成就的高度多样性和学校中大量学生将导致学校更容易分组。不那么合法的是,一些学校可能选择使用能力分组来按学校中的种族或班级对学生进行分类。本研究中使用的数据来自1992年NAEP八年级数学评估。交叉表表明,能力分组与学生成绩的多样性,学生人数,种族多样性和贫困程度低相关。学生的平均成绩和学校支出水平与学校的跟踪决策没有太大关系。 Logit回归表明,学校的学生人数及其种族多样性最为重要,而其他因素(尤其是成就的多样性)则不重要。这些结果使那些认为不是必须出于学术原因而进行分组的人相信,而是通过种族或阶级进行区分的一种微妙方式。

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