Tracking, Students' Effort, and Academic Achievement

By William Carbonaro. 2005

377 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8628ecc9283e53b6dc9d8f077373eab0ab843a22

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In Education

Citations in the corpus

Individual and School Structural Effects on African American High School Students' Academic Achievement (2007, background): “In a recent study, Carbonaro (2005) concluded that students’ efforts had a significant, positive effect on math gains.”
The Relationship Between Student Engagement and Academic Performance: Is It a Myth or Reality? (2014, background): “, Carbonaro, 2005; Hughes, Luo, Kwok, & Loyd, 2008). For example, Carbonaro (2005) found that students’ effort was strongly related to students’ learning, regardless of the track in which a student was placed.”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “Some research suggests that tracking achieves positive results for high-achieving students placed in high-ability classrooms (Carbonaro, 2005; Frank et al., 2008).”
Self-esteem of academic and vocational students: Does within-school tracking sharpen the difference? (2012, background): “In particular, research consistently suggests that ability grouping1 reduces achievement among the low ability students (overviews: Carbonaro, 2005; Schofield, 2006).”
Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire (2013, background): “Within the school environment, the establishment of social bonds with teachers and with other students is influential in creating social capital (Roffrey, 2008) and important in attaining positive student outcomes (Anderson, 1982; Carbonaro, 2005; Johnson, Crosnoe, & Elder, 2001; Shields, 1991).”
Race, Racial Concentration, and the Dynamics of Educational Inequality Across Urban and Suburban Schools (2008, background): “Of course, the amount learned in each of these grades depends on the skills, knowledge, and effort the student brings to school, as well as the opportunities to learn provided by the school (Carbonaro, 2005; Sørensen & Hallinan, 1977).”
Is student evaluation of teaching worthwhile? An analytical framework for answering the question (2007, background): “Similarly, Cardy and Dobbins (1986) found that students’ “liking” of the teacher significantly influenced teaching evaluations. Clayson’s (1999) study confirmed that between 50 per cent and 80 per cent of the total variance of student evaluations could be attributed to personality related variables.”
Study Involvement of Academic and Vocational Students: Does Between-School Tracking Sharpen the Difference? (2009, background): “A more or less consistent finding in the ability-grouping research is that belonging to a high-ability group or higher track positively influences academic achievement, whereas the reverse is true for belonging to a poor-ability group or lower track (Carbonaro, 2005; Hallinan, 1994; Lieras, 2008).”
Bridging the Gap Between Research and Practice: Predicting What Will Work Locally (2019, background): “Such practices have many advocates who laud their significant positive effects on student achievement across ability groupings, while many critics argue that they are harmful to students who are socially disadvantaged (Carbonaro, 2005; Carbonaro & Gamoran, 2002; Ladd, 2012; Oakes, 2005).”
A Study of the Attitude, Self-efficacy, Effort and Academic Achievement of CityU Students towards Research Methods and Statistics (2012, background): “According to Carbonaro, he defined effort as the “amount of time and energy that students expend in meeting the formal academic requirements established by their teacher and/or school” (Carbonaro 2005, p. 28).”
Ability Grouping Practices in Elementary School and African American/Hispanic Achievement (2008, background): “Indeed, recent empirical research has shown that grouping and tracking also have significant effects on student effort and engagement (Carbonaro 2005; Lleras 2008; Tach and Farkas 2006).”
Tracking and Inequality: New Directions for Research and Practice (2009, background): “More recent studies have also uncovered inequality using teacher reports to distinguish among ability groups at high, middle, and low levels (Carbonaro, 2005; Tach & Farkas, 2006).”
After the Bell (2010, background): “Numerous studies have indicated that attitudes and behaviors associated with students’ work habits and overall diligence are consistently related to higher achievement (e.g., Carbonaro 2005; Farkas et al. 1990; Olneck and Bills 1980; Rosenbaum 2001; Smerdon 1999).”