Document Information
Educational Matchmaking
Academic and Vocational Tracking in Comprehensive High Schools
Reports the results of a study that compared three urban comprehensive senior high schools to better understand the rationale and processes that underlie schools' course offerings and students' coursetaking. All three schools made assumptions about their students that were related, in large part, to students' race and family socioeconomic status. An analysis of transcripts showed that low-income and disadvantaged minority students took more vocational courses, and that heavy vocational education participation was partially consistent with respondents' beliefs that such a program is best suited for students who are not expected to be successful in academic programs. Vocational programs are perceived negatively within the schools and are unlikely to receive school-level support or staff-development resources. The study recommends that schools press forward with experimentation and the evaluation of possibilities relating to a "strong" version of integrated academic and vocational education.
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Pages: 143
ISBN/EAN: 0-8330-1244-4
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Contents
Chapter 1:
Introduction
Chapter 2:
A Close Look at Schools and Students: Our Research Strategy
Chapter 3:
Curriculum Offerings and Student Assignments: Findings from Our Field Work
Chapter 4:
Who Takes Vocational Education? Findings from Student'S Transcripts
Chapter 5:
Who Takes College-Prep? Findings from Student Transcripts
Chapter 6:
An Eclectic Explanation of Matching Students to Curriculum
Appendix A:
Additional Characteristics of the Class of 1988
Appendix B:
Vocational Course Categories
Appendix C:
Supplementary Tables on Vocational Participation
Appendix D:
Methods and Results from the Logistic Analyses
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