The Prevalence of Teacher Tracking in High School Mathematics Departments
Saved in:
| Title: | The Prevalence of Teacher Tracking in High School Mathematics Departments |
|---|---|
| Language: | English |
| Authors: | Nirode, Wayne, Boyd, Brian |
| Source: | Journal for Research in Mathematics Education. Jan 2023 54(1):7-23. |
| Availability: | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Mathematics Teachers, High School Teachers, Teacher Placement, Track System (Education), Teacher Characteristics, Mathematics Education, Public Schools |
| DOI: | 10.5951/jresematheduc-2020-0296 |
| ISSN: | 0021-8251 1945-2306 |
| Abstract: | This study examined the prevalence of teacher tracking in a population of 1,822 mathematics teachers in 184 high schools in a single state. Results showed that 70% of teachers were tracked by course level, course track, or both. Three fourths of high schools tracked at least 58% of their mathematics teachers. We also found significant differences in teaching assignments across quintiles of years of experience at a teacher's current school. First-quintile teachers were the most likely to be assigned low-track or entry-level courses. In contrast, fifth-quintile teachers were the most likely to be assigned high-track or upper-level courses. These findings indicate that the tracking of mathematics teachers is a prevalent and persistent inequitable structure in most high schools. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1372926 |
| Database: | ERIC |
| Abstract: | This study examined the prevalence of teacher tracking in a population of 1,822 mathematics teachers in 184 high schools in a single state. Results showed that 70% of teachers were tracked by course level, course track, or both. Three fourths of high schools tracked at least 58% of their mathematics teachers. We also found significant differences in teaching assignments across quintiles of years of experience at a teacher's current school. First-quintile teachers were the most likely to be assigned low-track or entry-level courses. In contrast, fifth-quintile teachers were the most likely to be assigned high-track or upper-level courses. These findings indicate that the tracking of mathematics teachers is a prevalent and persistent inequitable structure in most high schools. |
|---|---|
| ISSN: | 0021-8251 1945-2306 |
| DOI: | 10.5951/jresematheduc-2020-0296 |
