Choosing Tracks:“Freedom of Choice” in Detracking Schools

By Susan Yonezawa, A. Wells, Irene Serna. 2002

209 citations recorded by the source corpus.

How researchers see this paper

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College Preparatory Curriculum for All: Academic Consequences of Requiring Algebra and English I for Ninth Graders in Chicago (2009, background): “Although originally viewed as a more democratic model of schooling, the differentiated curriculum has resulted in considerable social stratification in educational opportunities and outcomes (Lee & Ready, 2007; Yonezawa et al., 2002).”
Advanced Placement: The Dual Challenge of Equal Access and Effectiveness (2018, background): “Advanced Placement The article by Yonezawa et al. (2002) is a qualitative example of an article about tracking with implications for AP, and the article by Kelly (2009) represents a quantitative example.”
Tracking, Expectations, and the Transformation of Vocational Education (2006, background): “On this count some researchers have been examining the phenomenon of de facto tracking, occasioned by students who, left to themselves, choose low-level classes (e.g., Lewis 2001; Lucas 1999; Lucas and Berends 2002; Rubin 2003; Yonezawa et al. 2002).”
Tracking and Inequality: New Directions for Research and Practice (2009, background): “First, new international scholarship has extended knowledge about the consequences of tracking for student achievement to contexts beyond the U.S. and U.K., where most prior research had been conducted.”