THE LIMITS AND POSSIBILITIES OF TRACKING - SOME EVIDENCE FROM TAIWAN

Drawing on theoretical and methodological suggestions of Oakes, Gamora n, and Page and Meyer, the author uses a survey of educational attainm ent in urban Taiwan to explore the effects of ability grouping. Becaus e of the nature of educational institutionalization in Taiwan (univers al basic education, a national curriculum, and entrance examinations g overning access to postcompulsory schooling), he argues that tracking reduces, rather than accentuates, the influence of family background c haracteristics on the distribution of junior high graduates to stratif ied senior secondary opportunities. Gender differences in educational aspirations and enrollments in senior secondary schools remain, howeve r, even when track assignments and grades are held constant. Both cult ural and institutional factors help explain these differences.