HS&B

Policy and Research Issues: Course-taking Patterns and Opportunities

Policy Questions:

1. How do course-taking patterns and opportunities vary within and among schools?

What are the patterns of course-taking in different high schools and postsecondary institutions?
What are the levels and types of grouping and tracking in high schools?
How does course-taking vary between these groups and tracks within a school?
What is the role of student choice in course-taking?
What are the relative influences of student, teacher, principal, counselor, and parental choices or recommendations in determining course-taking sequences?
To what degree do course-taking patterns influence cognitive growth and persistence in high school and postsecondary education?
What impact does tracking or ability grouping have on students' social lives (e.g. friendships, peer influences, out of school activities)?
What impact does tracking or ability grouping have on teachers' expectations of their students?
How much opportunity is there for students to move between tracks/classes/program levels?
What is the relative importance of formal and informal processes in determining course-taking sequences or tracking assignments?
Who influenced students' choices in high school programs?