Rank, Performance, and Mobility in Elementary School Grouping
Bibliographic Data
| ID | 2276504 |
|---|---|
| Authors | Adam Gamoran (0000-0003-0495-4883, University of Wisconsin–Madison, corresponding author) |
| Year | 1989 |
| Volume | 30 |
| Issue | 1 |
| Pages | 109-123 |
| Publication date | 1989-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Sociological Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0038-0253 • E-ISSN: 1533-8525 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1111/j.1533-8525.1989.tb01514.x |
| OpenAlex | W2017011228 |
| Language | EN |
| Citations received | 11 |
| References cited | 20 |
Because the stratified levels in schools and school systems bear widely accepted symbolic statuses, students' positions in the hierarchy may influence the pattern of their educational careers, independently of their scholastic achievement. This article measures the effects of the rank of students' reading groups in first grade and their first-grade achievement on assignment to a reading group at the beginning of second grade. Two patterns are discovered: one in which students' reading-group levels in second grade depend on their first-grade positions, and a second in which achievement appears to be the criterion used for placement. However, examination of the composition of first- and second-grade reading groups reveals that in both cases, teachers attempt to reduce the heterogeneity of low- and middle-reading groups between first and second grade
Combinatorics · Mathematics education · Rank (graph theory) · Sociology · Statistics · Education Methods and Practices · Mathematics · Psychology · School Choice and Performance · Teacher Education and Leadership Studies
Organizational Constraints on the Formation of Elementary School Classes
Stratification and Educational Sorting
Predicting early grade retention
Teachers' polarisation in heterogeneous classrooms and the social distribution of achievement
The Whiter the Better? Racial Composition and Access to School Resources for Black Students
Less than Equal
Interactional Differentiation in the Mixed‐Ability Group
Race, Racial Concentration, and the Dynamics of Educational Inequality Across Urban and Suburban Schools
Is Kindergarten Ability Group Placement Biased? New Data, New Methods, New Answers
Race/Ethnicity over Fifty Years of Structural Differentiation in K-12 Schooling
An Early Start
Environments and organizations
How schools work
Summer learning and the effects of schooling
Making inequality
Ridge Regression
Student Social Class and Teacher Expectations
Ability Grouping and Student Achievement in Elementary Schools
Education and the Cult of Efficiency
Does Socioeconomic Status Bias the Assignment of Elementary School Students to Reading Groups
Legitimating Myths and Educational Organization
Instructional and Institutional Effects of Ability Grouping
Teacher Perceptions, Parental Social Status and Grouping for Reading Instruction
Collinearity, Ridge Regression, and Investigator Judgment
Institutionalized Organizations
The Effects of Education as an Institution
Multicollinearity problems and ridge regression in sociological models
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,35 |
| Citation span | 1995 - 2022 (28) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 8 |