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An assessment of Sorensen's model of...

Sloane, Finbarr Christopher.

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An assessment of Sorensen's model of school differentiation: A multilevel model of tracking in middle and high school mathematics (A. B. Sorensen).

Record Type:	Electronic resources : Monograph/item
Title/Author:	An assessment of Sorensen's model of school differentiation: A multilevel model of tracking in middle and high school mathematics (A. B. Sorensen)./
Author:	Sloane, Finbarr Christopher.
Description:	193 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1230.
Contained By:	Dissertation Abstracts International64-04A.
Subject:	Education, Tests and Measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3088788

An assessment of Sorensen's model of school differentiation: A multilevel model of tracking in middle and high school mathematics (A. B. Sorensen).
Sloane, Finbarr Christopher.

An assessment of Sorensen's model of school differentiation: A multilevel model of tracking in middle and high school mathematics (A. B. Sorensen). - 193 p.

Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1230.

Thesis (Ph.D.)--The University of Chicago, 2003.

Policy research on tracking has grown considerably in the last 25 years. This growth has been fueled, in no small part, by the contrasting ideological positions held by policy analysts. One group of analysts favors an “equity model for education” (e.g., Oakes, 1985), this view contrasts with that of another group of researchers who favor an “academic excellence model” (e.g., Loveless, 1999). The debate notwithstanding, the accumulated research has, as yet, failed to fully demonstrate the means by which tracking, as a differentiating phenomenon, affects student achievement and student learning. Sorensen noted the lack of a cohesive theoretical model as early as 1970. He wrote then “nearly all [tracking] studies relate a pattern of organizational differentiation to achievement or some other performance measure, without describing the mechanisms that would account for the predicted relationship. Relevant intervening variables are ignored and the possibility of stating the conditions under which a given result is to be expected is bypassed” (p. 356). This particular evaluation of the then extant literature is as true today as it was more than thirty years ago. Oakes, Gamoran, and Page (1992), in their review of the tracking literature, express this same sentiment, when they stated: “we [i.e., policy analysts and sociologists] have yet to document the precise mechanisms through which differentiation affects student outcomes” (p. 599).Subjects--Topical Terms:

1017589
Education, Tests and Measurements.

An assessment of Sorensen's model of school differentiation: A multilevel model of tracking in middle and high school mathematics (A. B. Sorensen).
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245 1 0 $a An assessment of Sorensen's model of school differentiation: A multilevel model of tracking in middle and high school mathematics (A. B. Sorensen).
300 $a 193 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1230.
500 $a Adviser: Robert Dreeben.
502 $a Thesis (Ph.D.)--The University of Chicago, 2003.
520 $a Policy research on tracking has grown considerably in the last 25 years. This growth has been fueled, in no small part, by the contrasting ideological positions held by policy analysts. One group of analysts favors an “equity model for education” (e.g., Oakes, 1985), this view contrasts with that of another group of researchers who favor an “academic excellence model” (e.g., Loveless, 1999). The debate notwithstanding, the accumulated research has, as yet, failed to fully demonstrate the means by which tracking, as a differentiating phenomenon, affects student achievement and student learning. Sorensen noted the lack of a cohesive theoretical model as early as 1970. He wrote then “nearly all [tracking] studies relate a pattern of organizational differentiation to achievement or some other performance measure, without describing the mechanisms that would account for the predicted relationship. Relevant intervening variables are ignored and the possibility of stating the conditions under which a given result is to be expected is bypassed” (p. 356). This particular evaluation of the then extant literature is as true today as it was more than thirty years ago. Oakes, Gamoran, and Page (1992), in their review of the tracking literature, express this same sentiment, when they stated: “we [i.e., policy analysts and sociologists] have yet to document the precise mechanisms through which differentiation affects student outcomes” (p. 599).
520 $a Sorensen goes beyond this central criticism to describe a theoretical framework that he believes delineates the mechanisms by which tracking operates. Despite the importance of Sorensen's theoretical framework in and to the study of tracking it still awaits rigorous multilevel testing. I redress to this situation in this dissertation by empirically testing Sorensen's framework. In doing so, this dissertation also serves to shed some light on critical conditions about the development and testing of multilevel statistical models in ways that help us to construct multilevel theory in an empirically testable manner.
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