
 CSMEE Digest 936 (Site not responding. Last check: 20071029) 
  At the high school level, this practice is most prevalent in mathematics, where students are placed in vocational, general, or collegepreparatory mathematics courses (McPartland, Coldiron, & Braddock, 1987; Oakes, 1985, 1990a, 1990b; Slavin, 1990). 
  While it is true that tracking at earlier grade levels may limit the numbers of students eligible to take collegepreparatory mathematics coursework, the end result is that many students are denied access to important mathematics experiences which prepares them to pursue the study of mathematics and science beyond high school. 
  Here, the research has been inconclusive, with several studies of regrouping for mathematics instruction showing that homogeneous regrouping had positive effects on mathematics achievement when materials appropriate for the student's level of performance were used (Provus, 1960; Morris,1969). 
 www.stemworks.org /digests/dse936.html (2003 words) 
