The maintenance of tracking: The role of organizational culture

Modern comprehensive high schools do not formally track students into different programs, but schools offer different curricular sequences with important and stratified consequences for students' post-secondary education. This study used qualitative methodology to examine how schools' organizational cultures influence the maintenance of tracking practices in four comprehensive high schools in Miami. The methodology included long-term participant observation in each of the four schools, unstructured and semi-structured interviews and the collection of written documents produced by the district. A framework based on the concepts of environment, mission, information, strategy, and leadership was used to analyze the data. ^ It was found that school cultures shared deeply held beliefs that regard ability as a fixed trait. This prevented schools from providing access to information about the consequences of course selection to the majority of the student body, with the exception of those students defined as “college bound.” State and County level policies that reward achievement in standardized tests combined with school overcrowding, resulted in organizational cultures that favored the adoption of strategies stressing efficiency, as opposed to a challenging education for all students. Only one of the four schools in the study had a policy requiring students to attempt courses that were more challenging. The practice was resented by both teachers and counselors, since it was perceived as interfering with other goals of the institution, i.e.: graduating students in four years. ^ The culture of the schools stressed college as the only legitimate post-secondary option; consequently, the majority of counselors did not encourage students—even those already defined as “not college material”—to consider other alternatives, such as vocational education. The elimination of formal tracks in these comprehensive high schools resulted in the school culture lacking a clear mission in regards to non-college bound students. Findings are discussed in relation to current theoretical explanations for educational policy and equality of opportunity. ^

The maintenance of tracking : the role of organizational culture

Modern comprehensive high schools do not formally track students into different programs, but schools offer different curricular sequences with important and stratified consequences for students' post-secondary education. This study used qualitative methodology to examine how schools' organizational cultures influence the maintenance of tracking practices in four comprehensive high schools in Miami. The methodology included long-term participant observation in each of the four schools, unstructured and semi-structured interviews and the collection of written documents produced by the district. A framework based on the concepts of environment, mission,, information, strategy, and leadership was used to analyze the data. It was found that school cultures shared deeply held beliefs that regard ability as a fixed trait. This prevented schools from providing access to information about the consequences of course selection to the majority of the student body, with the exception of those students defined as "college bound." State and County level policies that reward achievement in standardized tests combined with school overcrowding, resulted in organizational cultures that favored the adoption of strategies stressing efficiency, as opposed to a challenging education for all students. Only one of the four schools in the study had a policy requiring students to attempt courses that were more challenging. The practice was resented by both teachers and counselors, since it was perceived as interfering with other goals of the institution, i.e.: graduating students in four years. The culture of the schools stressed college as the only legitimate post-secondary option; consequently, the majority of counselors did not encourage students-even those already defined as "not college material"-to consider other alternatives, such as vocational education. The elimination of formal tracks in these comprehensive high schools resulted in the school culture lacking a clear mission in regards to non-college bound students. Findings are discussed in relation to current theoretical explanations for educational policy and equality of opportunity.

The effect of the advanced placement examination for credit policy by the Florida State universities on the acceleration of a student's postsecondary education

The purpose of this research study was to determine if the Advanced Placement program as it is recognized by the universities in the Florida State University System (SUS) truly serves as an acceleration mechanism for those students who enter an SUS institution with passing AP scores. Despite mandates which attempt to control uniformity of policy, each public university in Florida determines which courses will be exempted and the number of credits they will grant for passing Advanced Placement courses.^ This is a descriptive study in which the AP policies of each of the SUS institutions were compared. Additionally, the college attendance and graduation data on members of a cohort of 593 Broward County high school graduates of the class of June, 1992 were compared. Approximately 28% of the cohort members entered university with passing Advanced Placement scores.^ The rate of early and on time graduation was significantly dependent on the Advanced Placement standing of the students in the cohort. Given the financial and human cost involved, it is recommended that all state universities bring their Advanced Placement policies into line with each other and implement a uniform Advanced Placement policy. It is also recommended that a follow-up study be conducted with a new cohort bound under the current 120 credit limitation for graduation. ^

Experimental deuteron momentum distributions with reduced final state interactions

This dissertation presents a study of the D( e, e′p)n reaction carried out at the Thomas Jefferson National Accelerator Facility (Jefferson Lab) for a set of fixed values of four-momentum transfer Q 2 = 2.1 and 0.8 (GeV/c)2 and for missing momenta pm ranging from pm = 0.03 to pm = 0.65 GeV/c. The analysis resulted in the determination of absolute D(e,e′ p)n cross sections as a function of the recoiling neutron momentum and it's scattering angle with respect to the momentum transfer [vector] q. The angular distribution was compared to various modern theoretical predictions that also included final state interactions. The data confirmed the theoretical prediction of a strong anisotropy of final state interaction contributions at Q2 of 2.1 (GeV/c)2 while at the lower Q2 value, the anisotropy was much less pronounced. At Q2 of 0.8 (GeV/c)2, theories show a large disagreement with the experimental results. The experimental momentum distribution of the bound proton inside the deuteron has been determined for the first time at a set of fixed neutron recoil angles. The momentum distribution is directly related to the ground state wave function of the deuteron in momentum space. The high momentum part of this wave function plays a crucial role in understanding the short-range part of the nucleon-nucleon force. At Q2 = 2.1 (GeV/c)2, the momentum distribution determined at small neutron recoil angles is much less affected by FSI compared to a recoil angle of 75°. In contrast, at Q2 = 0.8 (GeV/c)2 there seems to be no region with reduced FSI for larger missing momenta. Besides the statistical errors, systematic errors of about 5–6 % were included in the final results in order to account for normalization uncertainties and uncertainties in the determi- nation of kinematic veriables. The measurements were carried out using an electron beam energy of 2.8 and 4.7 GeV with beam currents between 10 to 100 &mgr; A. The scattered electrons and the ejected protons originated from a 15cm long liquid deuterium target, and were detected in conicidence with the two high resolution spectrometers of Hall A at Jefferson Lab.^