TRACKING IN MATHEMATICS AND SCIENCE - COURSES AND COURSE-SELECTION PROCEDURES

In this study of course offerings in mathematics and science and place ment procedures in six high schools, three high schools that were iden tified as ''excellent'' through regression analyses were matched with ''average'' schools, with one pair each in upper-, middle-, and workin g-class districts. The study found differences in course patterns avai lable to students and the procedures used to assign students to classe s. Excellent schools and districts that were higher in social class of fered more college-preparatory and advanced courses. Also, the process by which students in these schools and districts were placed in class es was more systematic; it included broader assessments of students' a bilities and involved faculty and guidance counselors more actively. I t is noteworthy that although She social class of the community rr as related to the structure of schools, the structure of counseling activ ities and the courses offered differed among schools in the same socia l-class communities.