Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis.

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Bibliographic Details
Title:	Interrogating Tracked Mathematics Teacher Practices: A Logistic Regression Analysis.
Authors:	Edosomwan, Kristian¹ k.edosomwan@tamu.edu, Sanders, Miriam²
Source:	Journal of Urban Mathematics Education. Sep2025, Vol. 18 Issue 1, p65-86. 22p.
Subject Terms:	Educational accountability, Secondary education, *Urban education, Self-efficacy, Expectancy-value theory, Logistic regression analysis, Mathematics
Abstract:	Although teacher tracking in mathematics is a phenomenon broadly recognized by practitioners, there is a dearth of empirical research examining the effects of mathematics teacher tracking. Education reformers and experts declare a need to de-track secondary teachers to balance teaching assignments. This study examines factors relevant to teachers’ disposition toward teaching assignments and, in turn, student assignments, such as collective responsibility and self-efficacy in relation to course assignments when controlling for other teacher characteristics. To account for the unique realities of teacher settings, researchers further examine the influence of urban compared to non-urban teacher locales on self-efficacy and collective responsibility. This analysis examines the public High School Longitudinal Study of 2009 (HSLS:09) mathematics teacher survey data (n=17,882) using a logistic regression analysis. Results indicate that mathematics teacher track assignment has a significant influence on self-efficacy and collective responsibility, whereas the locale of urban setting shows no significant difference in teacher self-efficacy and collective responsibility. Through the lens of Expectancy Value Theory (EVT), these results suggest that future researchers should further investigate the nature of the relationship between teachers’ course assignments and self-efficacy, collective responsibility, and expectations for students. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Although teacher tracking in mathematics is a phenomenon broadly recognized by practitioners, there is a dearth of empirical research examining the effects of mathematics teacher tracking. Education reformers and experts declare a need to de-track secondary teachers to balance teaching assignments. This study examines factors relevant to teachers’ disposition toward teaching assignments and, in turn, student assignments, such as collective responsibility and self-efficacy in relation to course assignments when controlling for other teacher characteristics. To account for the unique realities of teacher settings, researchers further examine the influence of urban compared to non-urban teacher locales on self-efficacy and collective responsibility. This analysis examines the public High School Longitudinal Study of 2009 (HSLS:09) mathematics teacher survey data (n=17,882) using a logistic regression analysis. Results indicate that mathematics teacher track assignment has a significant influence on self-efficacy and collective responsibility, whereas the locale of urban setting shows no significant difference in teacher self-efficacy and collective responsibility. Through the lens of Expectancy Value Theory (EVT), these results suggest that future researchers should further investigate the nature of the relationship between teachers’ course assignments and self-efficacy, collective responsibility, and expectations for students. [ABSTRACT FROM AUTHOR]
ISSN:	21512612