This paper presents a study to determine whether tracking of students in math increases state standardized testing achievements.
Written in 2008; 2,494 words; 18 sources; APA; $ 75.95
Paper Summary:
The paper explores whether tracking groups for students according to non-biased indicators will allow the students to increase their state testing scores in math. The paper defines the relevant terms, provides a literature review, outlines the methodology and research designs and explains the anticipated outcomes.
Outline:
Introduction
Statement of the Problem and Purpose of the Study
Background and Significance of the Problem
Definitions and Terms
Literature Review
Research Questions
Brief Description of the Methodology and Research Design
Anticipated Outcomes
From the Paper:
"The work entitled: "Equitable Practices" states that "...despite prevailing practices, research over the last two decades has demonstrated the negative results of sorting students according to perceived motivation or ability." (NWREL, 2001) Furthermore, research had indicated that lower tracks tend to be disproportionately composed of lower-income and ethnic minority students, thus compounding the disadvantage many students already face." (NWREL, 2001) The data also has indicated that "in some cases students of color with the necessary scores for high-track placements are less likely to be placed in those classes than their European American peers." (NWREL, 2001)"
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