A Penn State researcher finds that curriculum tracking in U.S. middle schools, particularly in math, tends to work against poorer, minority and non-English-speaking students.
"Two principal factors conspire against the poorer middle school students, albeit unintentionally," says Dr. Gerald K. Le Tendre, associate professor of education. "One seems to be the attitude of 'don't worry now-everything will work out' projected by the schools themselves. This fits in all too well with the pattern of decision-making customarily shown by young adolescents, who take their cues from the school in determining what courses to take next year. If the school recommends that they follow a particular track, that's what they do."
"The second is the complexity of the choices offered to students, especially in math, which makes decision-making tough on students and parents alike. This applies especially to low income families lacking an ethic of education, social networks and skills at dealing with information overload," Le Tendre notes.
Le Tendre presented his findings in the paper, "Downplaying Choice: Institutionalized Emotional Norms in U.S. Middle Schools," today (Aug. 14) at the annual conference of the American Sociological Association.
He conducted a random survey of students, teachers and parents in urban, suburban and rural middle schools in California, Georgia and Pennsylvania and interviewed 50 students, parents and teachers. The student body in these schools ranged from nearly all White to schools with no single ethnic majority.
In Le Tendre's study, most school districts offered only a single "math" class in the 5th grade. The situation changed in middle school, with the schools offering at least two levels of math in the 6th grade and at least three in the 8th grade.
"Most of the schools have a math/pre-algebra course in the 6th grade and continue with math/algebra or pre-algebra distinctions in 7 and 8th grades," Le Tendre says. "In addition, there is often a 'special education' or 'resource' math designed primarily for low-ability students. Occasionally, schools will offer 'GATE' math for students, identified as gifted and talented or they may offer specific courses in geometry or 'college-prep' math in the 8th grade. Clearly, students in the three states are being tracked or streamed into very different curriculums."
Grades and teacher recommendations were the key factors in determining placements into these high or low-tier classes. Teachers stress faithful attention to homework as a key component of grades, yet often students do not receive immediate feedback regarding homework or see its connection with grades.
When this is the case, young adolescents often take a no- worries attitude, concentrating their energy on cramming before tests or quizzes. This is less true, of course, in families where education and upward mobility are placed at a high premium, and adolescents realize that failure to do their homework is no option, according to Le Tendre.
"Even low-track students in middle school see their options as wide open and believe that, if they have to, they can improve their grades enough to go to college. During the middle school years, school systems do little to discourage this lack of perspective and foresight until reality sets in," Le Tendre says. "In the meantime, the system with its general attitude seems to encourage students and their families to accept the placement offered by the school rather than question or contest it."
Secondly, the complexity of course work offerings and the ambiguity of some of the course titles works against families hampered by language barriers, low educational levels and the general struggle to stay afloat financially, the Penn State researcher notes.
"More educated parents are more likely to challenge the school system, enjoy better informal contacts with other parents or teachers and are better able to monitor whether or not their child is on the correct path in terms of curriculum," Le Tendre adds.
This research was funded by the Spencer Foundation.
EDITORS: Dr. Le Tendre can be reached at 814-863-3774 or at gkl103@psu.edu at email.