First, middle and high schools «track» students; that is, students are assigned to courses based
on prior academic performance or other student characteristics.
Admission is based on a review of many factors, including
strong prior academic performance, positive teacher reports, a successful interview at our School, and the student's ability to give something back to our School community.
Is it possible for students to get the same or better scores on an AP test with a well - designed project - based learning course when compared with students of similar backgrounds and
prior academic performance who are taking a traditionally taught course?
Tracking students into different classrooms according to
their prior academic performance is controversial among both scholars and policymakers.
In the remaining 60 schools, students were randomly assigned to one of the two classes, without regard to
their prior academic performance.
Ensures that schools admit students through a random selection process that is open to all students, is publicly verifiable, and does not establish undue barriers to application (such as mandatory information meetings, mandated volunteer service, or parent contracts) that exclude students based on socioeconomic, family, or language background,
prior academic performance, special education status, or parental involvement.
Anecdotally, we find these life path decisions are often made by students for many reasons other than
prior academic performance.
This peer - reviewed study utilized a quasi-experimental research design known as propensity score matching to compare students who took dual enrollment with those who did not, accounting for student demographic characteristics and
prior academic performance.
When scores for charter school students are compared directly with those of students who have similar demographic backgrounds and
prior academic performance, the charter school students appeared to learn more.
We also found that, while students»
prior academic performance is one of the strongest predictors of parental expectations among European American families, it is not a particularly strong predictor for racial / ethnic minority families.