How School Leaders Make Sense of Detracking: A Convergent Parallel Mixed-Methods Design

• In Event: Marriott Roundtable Session 27
  In Roundtable Session: Tracking and Detracking Roundtable

Abstract

This mixed-methods study examines principals leading detracking schools. A convergent parallel mixed-methods design merges school-level quantitative data with quantitative and qualitative survey data from school leaders of detracking programs. We find detracking practices are extremely context-based and variable. In some schools, these practices include nearly every class. In others, only core courses in the lower grades are detracked. We also learned that school leaders support of detracking is largely related to concerns about racial and socioeconomic segregation. We then discuss implications for school leaders attempting detracking and make suggestions for future research.

Authors

• Shannon Holder, Central Connecticut State University

• Margaret Thornton, Princeton University