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The Process of Tracking in Mathematics in Box Elder School District

Educational policymakers have used tracking to instruct students in a variety of subjects, including mathematics. Tracking, which has also been called ability grouping, is a process by which students in the same grade are placed into different classes based on academic ability. Few educators and sociologists have looked at the process by which students are placed in different mathematics tracks. The research design of this study focused on accumulating, evaluating, and reporting the understanding and observations of 12 teachers and 4 counselors as they discussed their knowledge and involvement in the mathematics placement procedures from the intermediate and middle school levels in northern Utah. The data revealed that in addition to the official placement policies there were other factors that influenced the math placement. Those factors were teacher input, parental participation, and student involvement in the educational process. Educational administration, counselors, and teachers can use the results of this study to create more equitable placement policies and procedures for all students.

Identiferoai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-1083
Date01 December 2008
CreatorsBushnell, Megan Haramoto
PublisherDigitalCommons@USU
Source SetsUtah State University
Detected LanguageEnglish
Typetext
Formatapplication/pdf
SourceAll Graduate Theses and Dissertations
RightsCopyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu).

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