چکیده (انگلیسی):

Data from the National Educational Longitudinal Study (NELS: 88) are used to examine differential student
placement and to assess the independent effects of race on academic tracking “within” the vocational program. The
study examines how the structure of tracking within the vocational program shapes both academic achievement
outcomes and career opportunities among high school students. Student’s placement in the vocational program is
argued to function as a unique track program that disadvantage students academically, particularly students of
color. Racial-ethnic minority students are disproportionately placed into lower level academic courses. Once so
placed, their subsequent enrollment patterns in specific vocational courses may have varying effects on students’
academic and career outcomes. Few studies have attempted to disaggregate how students are further tracked once
they are placed into broad high school curriculum tracks. This study analyzes the specific variations in patterns of
race-ethnic student placement within vocational programs and examines the consequences of such placement for
academic achievement and career attainment outcomes.