How Do I Get In? Teacher Decision Making and the Course Recommendation Process

• In Event: 33.078 - Roundtable Session 11
  In Roundtable Session: 33.078-11 - Social Stratification and Tracking Policy: Perverse, Persistent, Pervasive

Abstract

While the impact of tracking is well documented, few studies pay specific attention to the influence teachers have on students’ academic trajectories. Through a case study of three social studies teachers, this paper examines the course recommendation process. Jeannie Oakes’ (1992) model for effective de-tracking is used to draw attention to the technical, political, and normative dynamics shaping how teachers recommend academic placement. Survey, interviews, participant analysis of hypothetical vignettes, and document analysis led to the conclusion that participants encountered a high-level of autonomy when making recommendations. This autonomy, however, did not emanate from recognition of their expertise or familiarity with student’s academic capabilities; rather, it resulted from ill-defined expectations, poor communication, and a lack of clear administrative policies.

Author

• Philip Evan Bernhardt, Metropolitan State University of Denver