Beyond Test Scores: Dimensions of Tracking and Socio-Emotional Learning

• In Event: Thursday Roundtable Session 9:00 am
  In Roundtable Session: Overt and Covert Tracking: Relationships Among Curricular Access, School Policies, and Student Characteristics (Table 18)

Abstract

Tracking systems are made up of specific practices that create distinct dimensions of organizational differentiation, such as the extent of differentiation in formal course options and the prevalence of ability grouping across classes. Specific dimensions of tracking are potentially related to many aspects of student experiences, but relatively little research has explored this systematically for outcomes beyond academic achievement. We use rich administrative data to assess the implications of dimensions of tracking for academic performance as well as individual socio-emotional learning and social context outcomes. Preliminary results suggest that some elements of differentiation, particularly the exclusivity of advanced opportunities, are related to both measures of SEL and social context in addition to academic achievement.

Authors

• Paul Hanselman, University of California - Irvine

• Amy Gong Liu, University of California - Irvine