View in EDS

The Prevalence of Teacher Tracking in High School Mathematics Departments

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1372926
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Prevalence of Teacher Tracking in High School Mathematics Departments
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Nirode%2C+Wayne%22">Nirode, Wayne</searchLink><br /><searchLink fieldCode="AR" term="%22Boyd%2C+Brian%22">Boyd, Brian</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+for+Research+in+Mathematics+Education%22"><i>Journal for Research in Mathematics Education</i></searchLink>. Jan 2023 54(1):7-23.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Teachers%22">High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Placement%22">Teacher Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Track+System+%28Education%29%22">Track System (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Schools%22">Public Schools</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.5951/jresematheduc-2020-0296
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0021-8251<br />1945-2306
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1372926
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1372926
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.5951/jresematheduc-2020-0296
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 7
    Subjects:
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: High School Teachers
        Type: general
      – SubjectFull: Teacher Placement
        Type: general
      – SubjectFull: Track System (Education)
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Public Schools
        Type: general
    Titles:
      – TitleFull: The Prevalence of Teacher Tracking in High School Mathematics Departments
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Nirode, Wayne
      – PersonEntity:
          Name:
            NameFull: Boyd, Brian
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0021-8251
            – Type: issn-electronic
              Value: 1945-2306
          Numbering:
            – Type: volume
              Value: 54
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal for Research in Mathematics Education
              Type: main
ResultId 1