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Student Segregation and Achievement Tracking in Year-Round Schools


by Ross Mitchell & Douglas E. Mitchell — 2005

Twenty-five percent of California's elementary schoolchildren attend schools operating on nontraditional, staggered, overlapping attendance calendars collectively referred to as multitrack year-round education (MT-YRE). This case study reveals substantial differences in the characteristics of students and teachers across the four attendance tracks of eight MT-YRE schools in one large California school district. Analyses of Stanford Achievement Test data, controlling for student and teacher characteristics, reveal strong association of achievement with student demographic, programmatic, and teacher segregation within these MT-YRE schools. These findings suggest that MT-YRE readily (re)segregates students within schools and thereby inhibits access to equal educational opportunity relative to traditional and nontraditional single-track school calendars.


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Cite This Article as: Teachers College Record Volume 107 Number 4, 2005, p. 529-562
http://www.tcrecord.org ID Number: 11812, Date Accessed: 10/25/2014 7:09:02 AM

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About the Author
  • Ross Mitchell
    Gallaudet University
    E-mail Author
    ROSS E. MITCHELL is a research scientist in the Gallaudet Research Institute at Gallaudet University. His research interests include education policy analysis and evaluation, sociology of education, demography, and deafness. His recent publications include “The Political Economy of Education Policy: The Case of Class Size Reduction” and “Demographic and Achievement Characteristics of Deaf and Hard of Hearing Students.”
  • Douglas Mitchell
    University of California, Riverside
    E-mail Author
    DOUGLAS E. MITCHELL is Professor of Education in the Graduate School of Education, University of California, Riverside. His research interests include education policy formation and implementation, organization and control of school systems, labor relations and teacher incentives, citizen influence, and school politics. His forthcoming book is titled The New Foundations of Educational Administration, Policy and Politics: Science and Sensationalism (Erlbaum).
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