Leveling Up: State- and Division-Level Barriers to Advanced Studies in Virginia

• In Event: 77.056 - Fairmont Royal York Roundtable Session Seven
  In Roundtable Session: 77.056-4 - Tracking and Detracking SIG Roundtable Session

Abstract

Within the context of state created academic tracking policies, individual school districts in Virginia choose what courses they will offer and how accessible those courses will be. In this mixed methods study, we analyzed 116 programs of study from across the state and state enrollment and outcome data to learn the contours of tracking in Virginia school districts and to relate those policies to student outcomes and demographics. We qualitatively assessed the electivity of courses, finding that districts varied widely in the number and type of prerequisites for high-level courses. We quantitatively examined the number of levels of courses offered, finding that the number of levels of courses district’s offer related to overall enrollment, poverty level, and ethnic diversity.

Authors

• Rose Sebastian, University of Virginia

• Margaret Thornton, University of Virginia

• Andrew McCartney, The Kellar School of Inova Kellar Center