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dc.contributor.author Temple, LaSonja S. en
dc.date.accessioned 2007-08-07T23:53:06Z en
dc.date.available 2007-08-07T23:53:06Z en
dc.date.issued 2006-05 en
dc.identifier.uri http://hdl.handle.net/10139/422 en
dc.description.abstract The research analyzes reasons for the achievement discrepancy among various ethnic groups at my school. Specifically, this research studies the relationship between students in Advance Placement English (AP) and their counter parts in standard-level English classes to examine the contributing factors such as ethnicity to student placement. The findings indicated that there was a discrepancy between English 11 and AP English enrollment and ethnicity. Blacks and Hispanics are under-represented in the higher level English class; likewise, White and Filipino students are over-represented. This study also examines the relationship between the contributing factors for AP English placement and stand English placement. Examining issues of equity, and policy implications on how to increase the access of minority students to advanced classes and ultimately, achievement will enable our community to work towards closing the achievement gap. en
dc.language.iso en_US en
dc.rights All rights reserved to author and California State University Channel Islands en
dc.subject Advanced placement English en
dc.subject Ethnicity en
dc.subject Achievement gap en
dc.subject Student placement en
dc.subject Education thesis en
dc.title Ingrained Tracking: The Disproportion of Students in Advance Placement Versus Remedial English en
dc.type Thesis en

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