- Traditional academic criteria (prior coursework and grade performance) are quite influential in determining student’s High School track placement.
- Curriculum’s actual influence is restricted to students orientations toward post-secondary education and it apparently has little to do with the sorts of “ed-treatments” that justify curriculum differentiation in the functionalized perspective.
- Much of what is observed in High School studies of school achievement processes simply reflects achievement trajectories set in motion years earlier.
- Track placements are most repsonsive to students’ academic competency, as reflected in performance on the SCAT and STEP batteries.