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Access, Detracking, and Tracking Special Interest Group

@accessdetracktrack.bsky.social

Special Interest Group of @aeraedresearch.bsky.social Research and conversations examining access to high-level work, detracking, and tracking Posts represent AERA Tracking and Detracking SIG

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Access, Detracking, and Tracking Special Interest Group@accessdetracktrack.bsky.social · last wk.

New research 📚 from SIG member, @sarahcaroleo.bsky.social, Cruz and McClam: Evidence-Based Practices to Reduce Racial Inequity in School Discipline edresearchforaction.org/research-bri...

Evidence-Based Practices to Reduce Racial Inequity in School Discipline - EdResearch for Action

This research brief focuses on school- and district-level policy decisions that shape Algebra I pathways and outcomes, such as when students take the course, how they’re placed, and what supports prom...

edresearchforaction.org

Access, Detracking, and Tracking Special Interest Group@accessdetracktrack.bsky.social · 3w ago

California launched the largest state-level community schools initiative in the U.S. in 2021. On Monday, July 20 at 3pm ET, the Learning Policy Institute's research team presents early findings, hosted by NJICS. Register here:

Welcome! You are invited to join a meeting: "Narrowing Opportunity Gaps: The Latest Research Findings on How Community Schools Are Strengthening Student Outcomes & Attendance Across California" Webinar. After registering, you will receive a confirmation email about joining the meeting.

In 2021, California began the largest state-level community schools initiative in the U.S. What have been the early results? We invite you to join the New Jersey Institute for Community Schools (NJICS)...

us02web.zoom.us

Access, Detracking, and Tracking Special Interest Group@accessdetracktrack.bsky.social · 2mo ago

Does your work consider access to coursework? Advanced learning? Ed stratification? Ability? Grouping? Detracking implementation/alt tracking models? Seg/deseg? Pathways? Submit your @aeraedresearch.bsky.social #AERA2027 proposal to @accessdetracktrack.bsky.social SIG. Unsure 🤔 msg here or email us

AERA@aeraedresearch.bsky.social · 2mo ago

The #AERA2027 Call for Submissions is now open! The deadline for paper and session submissions is July 24. The complete call and instructions can be found here: www.aera.net/Events-Meeti...

Harvard Education Press@harvard-ed-press.bsky.social · 3mo ago

Check out Vandeen A. Campbell, Elisabeth H. Kim, and Darnell Leatherwood's article, “Evidence for Racialized Distribution of Educational Opportunity?” in the Spring 2026 issue of #HarvardEdReview:

Evidence for Racialized Distribution of Educational Opportunity? The Case of Access to Algebra I in Eighth Grade in New Jersey

In this research article, Vandeen A. Campbell, Elisabeth H. Kim, and Darnell Leatherwood apply a quantitative critical race theory, known as QuantCrit, framework to established racial exposure segregation measures and propose that these measures can be used to indicate the extent to which systemic racism or advantageous race-conscious processes influence access to important educational resources. The authors study the role of normative explanatory factors, like prior achievement relative to segregation measures, in predicting the likelihood of offering algebra I in eighth grade for the school years 2013–2014 through 2017–2018 in New Jersey schools, following the addition of algebra I to the state's graduation requirements. Using multilevel event history analysis on data from a number of sources, the authors find that district-level Black-White segregation is associated with increased likelihood of algebra I access, while Latinx-White segregation is associated with decreased likelihood of access. District factors account for most of the variation in course offerings, while school-level factors like teacher-student ratio, administrator-student ratio, and prior achievement have limited influence in these models. These findings underscore the influence of racialized mechanisms on algebra I access and concurrently challenge conventional explanations attributing disparities to resource constraints, achievement levels, or timing. The findings also indicate recent propensity for positive change in educational opportunity in contexts of greater Black-White segregation after controlling for Latinx-White segregation, and they point to the importance of race-conscious policies.

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Margaret Thornton@maggiethornton.bsky.social · 6mo ago

Glad to see @tomdee.bsky.social and Elizabeth Huffaker's work on accelerating opportunity in Algebra I out of the working papers and into @aeraedresearch.bsky.social! doi.org/10.3102/0002...

Accelerating Opportunity: The Effects of Instructionally Supported Detracking - Thomas S. Dee, Elizabeth Huffaker, 2026

The pivotal role of algebra in the educational trajectories of U.S. students continues to motivate high-profile policies focused on when students access the cou...

doi.org

Access, Detracking, and Tracking Special Interest Group@accessdetracktrack.bsky.social · 7mo ago

New study: Drawing on categorical inequality concepts & leveled tracking, this study explores how EL labeling limits access to college-level course-taking; finding differences in postsecondary outcomes vary by reclassification timing & disparities in college-level coursework.https://buff.ly/lPeK4G8

Sage Journals: Discover world-class research

Subscription and open access journals from Sage, the world's leading independent academic publisher.

journals.sagepub.com

Access, Detracking, and Tracking Special Interest Group@accessdetracktrack.bsky.social · 7mo ago

What assumptions shape dual enrollment research? A review of DE lit through four lenses: employment, socialization, exploration, & liberation, finds a heavy focus on the first two. Authors call for more exploratory and liberatory research to strengthen equity & justice in DE.

Dual Enrollment and the Purpose of Higher Education: Mapping Our Assumptions Toward a Broader Research Agenda

Dual enrollment (DE) is an increasingly popular reform that allows high school students to enroll in college courses and earn college credit through partnerships between high schools and institutions…

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