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Unmet Goals of Tracking: Within-track Heterogeneity of Students’ Expectations about the Future

(2018) Sociological Perspectives. 61(5). p.728-747
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Abstract
Over the last two decades, researchers in the educational field have raised concerns regarding the high educational expectations among American youth. Studies have identified the detracking movement as one of the most important causes of this college-for-all norm. The assumption is that tracked secondary education systems, in contrast to comprehensive systems, lead to realistic expectations because of students’ clear track placement. In other words, tracking creates groups of students with homogeneous expectations. Inspired by the rich literature on the unequal selection present in tracked systems, this article questions this assumption concerning students’ allocation. We examine homogeneity of expectations in a rigidly tracked system, using data from 2,354 students in 28 schools (2013–2014) in Ghent (Belgium). Results from ordinary least squares (OLS) regression show that even in a stringently tracked system, the vocational track has the lowest homogeneity of expectations. We discuss the unmet goals of tracking in view of tracking policy.
Keywords
children and youth, education, tracking, expectations, secondary education, international research

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Citation

Please use this url to cite or link to this publication:

Chicago
Van den Broeck, Laura, Jannick Demanet, and Mieke Van Houtte. 2018. “Unmet Goals of Tracking: Within-track Heterogeneity of Students’ Expectations About the Future.” Sociological Perspectives 61 (5): 728–747.
APA
Van den Broeck, Laura, Demanet, J., & Van Houtte, M. (2018). Unmet Goals of Tracking: Within-track Heterogeneity of Students’ Expectations about the Future. Sociological Perspectives, 61(5), 728–747.
Vancouver
1.
Van den Broeck L, Demanet J, Van Houtte M. Unmet Goals of Tracking: Within-track Heterogeneity of Students’ Expectations about the Future. Sociological Perspectives. Thousand Oaks, California: SAGE publications; 2018;61(5):728–47.
MLA
Van den Broeck, Laura, Jannick Demanet, and Mieke Van Houtte. “Unmet Goals of Tracking: Within-track Heterogeneity of Students’ Expectations About the Future.” Sociological Perspectives 61.5 (2018): 728–747. Print.
@article{8573610,
  abstract     = {Over the last two decades, researchers in the educational field have raised concerns regarding the high educational expectations among American youth. Studies have identified the detracking movement as one of the most important causes of this college-for-all norm. The assumption is that tracked secondary education systems, in contrast to comprehensive systems, lead to realistic expectations because of students{\textquoteright} clear track placement. In other words, tracking creates groups of students with homogeneous expectations. Inspired by the rich literature on the unequal selection present in tracked systems, this article questions this assumption concerning students{\textquoteright} allocation. We examine homogeneity of expectations in a rigidly tracked system, using data from 2,354 students in 28 schools (2013--2014) in Ghent (Belgium). Results from ordinary least squares (OLS) regression show that even in a stringently tracked system, the vocational track has the lowest homogeneity of expectations. We discuss the unmet goals of tracking in view of tracking policy.},
  author       = {Van den Broeck, Laura and Demanet, Jannick and Van Houtte, Mieke},
  issn         = {0731-1214},
  journal      = {Sociological Perspectives},
  keyword      = {children and youth,education,tracking,expectations,secondary education,international research},
  language     = {eng},
  number       = {5},
  pages        = {728--747},
  publisher    = {SAGE publications},
  title        = {Unmet Goals of Tracking: Within-track Heterogeneity of Students{\textquoteright} Expectations about the Future},
  url          = {http://dx.doi.org/10.1177/0731121418768766},
  volume       = {61},
  year         = {2018},
}

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