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Track Placement and the Motivational Predictors of Math Course Enrollment


by Marcela Reyes & Thurston Domina — 2017


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Cite This Article as: Teachers College Record Volume 119 Number 11, 2017, p. 1-34
http://www.tcrecord.org ID Number: 21991, Date Accessed: 12/15/2017 7:06:00 AM
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About the Author
  • Marcela Reyes
    University of California, Irvine
    E-mail Author
    MARCELA REYES is a Ph.D. candidate in the UC Irvine’s School of Education with a specialization in Educational Policy and Social Context. Her research falls along two broad streams of inquiry that contribute to adolescents’ college and career readiness. In the first line of inquiry, she follows how individuals’ psychological state (e.g., motivational beliefs) influences their English and math achievement. In the second line of inquiry, she investigates the sociological factors (e.g., opportunities to learn, educational policy) that contribute to students’ achievement. Her research has been published in Youth and Society and Learning and Individual Differences.
  • Thurston Domina
    University of North Carolina, Chapel Hill
    E-mail Author
    THURSTON DOMINA is associate professor of educational policy and sociology at the University of North Carolina, Chapel Hill. His research seeks to better understand the relationship between education and social inequality in the contemporary United States, focusing particular attention on the role organizations play in student transitions from middle and high school into higher education.
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