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Overt and Covert Tracking: Relationships Among Curricular Access, School Policies, and Student Characteristics (Table 18)
Thu, April 11, 9:00 to 10:30am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall BSession Type: Roundtable Session
Sub Unit
Chair
Papers
Are Mathematics Teacher Assignments Equitable? An Analysis of the Qualifications of Mathematics Teachers by Course Level - Kristian Edosomwan, University of Houston; Lynette O’Neal, Texas A&M University; Miriam M. Sanders, University of Wyoming
“Are They Really on Track?” A Hierarchical Linear Modeling Analysis of Texas Mathematics Tracking Practices - Miriam M. Sanders, University of Wyoming; Kristian Edosomwan, University of Houston; John A. Williams, Texas A&M University
Beyond Test Scores: Dimensions of Tracking and Socio-Emotional Learning - Paul Hanselman, University of California - Irvine; Amy Gong Liu, University of California - Irvine
Covert Tracking: Exploring the Relationship Between Elementary IEP (Individual Education Plan) Strategies and Secondary Tracking - Katherine Barron, York University; Robert Stewart Brown, Toronto District School Board ; Gillian Parekh, York University; Stella Kim, York University
Exploring the Heterogeneous Effects of Eighth-Grade Algebra Enrollment on Average Math Achievement - Jierui Li, University of Chicago