The following mixed methods research describes the impact of nineteen students who were given the opportunity to take honors mathematics courses during high school after previously being tracked into grade level courses in middle school. Quantitative results showed significant increases in students’ standardized state test scores when moved to the upper high school mathematical track. Quantitative results also indicate that the inclusion of these students did not affect those previously tracked. Qualitative results provide support for school personnel in understanding the effects of teacher expectations on student outcomes. Results inform and support researchers and policy makers to reconsider beliefs about tracking.

中文翻译：

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被跟踪的机会

以下混合方法研究描述了十九名学生的影响，这些学生以前在中学阶段就读过高中课程，之后有机会在高中学习荣誉数学课程。定量结果显示，当移入高中数学课程时，学生的标准状态测试分数显着提高。定量结果还表明，将这些学生包括在内并不会影响以前跟踪的学生。定性结果为学校人员提供了支持，帮助他们了解教师期望对学生成绩的影响。结果通知并支持研究人员和决策者重新考虑有关跟踪的信念。