Separate and Unequal Under One Roof: How the Legacy of Racialized Tracking Perpetuates Within-School Segregation

Evaluation of Second- and Third-Level Variance Proportions in Multilevel Designs With Completely Observed Populations: A Note on a Latent Variable Modeling Procedure

“…This note dealt with point and interval estimation of the proportions of second- and third-level variances in observed outcome scores in multilevel designs characterized by exhaustive observation of all Level-3 and possibly all Level-2 units, and sampling from Level-1 populations such as students, patients, respondents, or clients. Following a trend of increasing popularity of large-scale studies in the educational and behavioral sciences (e.g., Carlson et al, 2020; Francis & Darity, 2021; Menold & Zuell, 2016), the article offered a readily and widely applicable method for evaluation of these proportions. The discussed procedure provided point estimates and large-sample confidence intervals for the pertinent variance proportions, yielding respective ranges of plausible values for the population percentages (after multiplication by 100 of their endpoints) of second- and third-level variances in observed outcome differences for such empirical investigations.…”

“…Contemporary educational and psychological study designs make it often possible to collect data from all Level-3 and potentially all Level-2 units in multilevel settings, in particular those where not all Level 1 units are included but are instead sampled due to unmanageably large populations of studied subjects of interest (e.g., Carlson et al, 2020; Francis & Darity, 2021). For instance, studies of mathematics ability frequently obtain data from all educational districts in a state and possibly all schools within each district, while not all students are administered a given measure(s) due to time and related logistic constraints or because information for district-level decisions are needed within shorter timeframes than required for exhaustive study of the complete student body.…”

Infraestructura relacional y reproducción en la escuela: una relectura de Bourdieu en clave interaccional

“…De la misma manera como en sociología urbana se ha observado como la mera cohabitación en un mismo vecindario no genera por sí sola interacción entre vecinos de diferentes niveles sociales, y todavía menos vínculos fuertes (Joseph et al, 2007, p. 382), tampoco la mezcla en la escuela implica automáticamente vínculos heterofílicos, como mostraron Hollingworth & Mansaray (2011) al identificar etnográficamente las limitaciones en las amistades y asociaciones forjadas entre diferentes. En una dirección parecida, se ha identificado como diferentes organizaciones escolares, por ejemplo, en relación con la clasificación de estudiantes por niveles, pueden modificar la potencial ventaja de la mezcla en los resultados de los menos capitalizados (Francis & Darity, 2021), o también como la configuración espacial del centro puede contribuir o dificultar que se desarrollen vínculos heterofílicos entre el alumnado (Allan & Catts, 2014).…”

The other side of the tracks: How academic streaming impacts student relationships

“…Tracking policies have been in place in Canada and other developed countries for several decades, despite studies that have consistently found that the practice has negative effects on the academic achievement of those assigned to 'lower' tracks (Chmielewski, 2014;Clandfield et al, 2014;Fall & Roberts, 2012;Francis & Darity, 2021;Gamoran, 1992a;Hallinan, 1994;Oakes, 2005;Page, 1991). Teachers prefer to teach students in 'higher' tracks (Stevens & Vermeersch, 2010) and tend to lower expectations when teaching those in lower tracks (Oakes & Guiton, 1995).…”