Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity in Eighth-Grade English Classes

• In Event: Critical Issues in Literacy Research 5

Abstract

This study uses the Early Childhood Longitudinal Study (ECLS-K) to re-examine how track level is associated with instructional time allocation and instructional practices in eighth grade English language arts classes. In addition, we analyzed the titles and text complexity of the last three books teachers assigned to students. We find that track level continues to be a significant predictor of what happens instructionally in the classroom. Students in low-track classes spent a larger portion of class time on skills and strategy instruction, as opposed to literature analysis and comprehension instruction, and read less challenging texts than their counterparts in on grade level or high-track courses. These adjustments go above and beyond what would be expected based on student achievement.

Authors

• Laura Northrop, Cleveland State University

• Sean P. Kelly, University of Pittsburgh