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Direct linkDomina, Thurston; Pharris-Ciurej, Nikolas; Penner, Andrew M.; Penner, Emily K.; Brummet, Quentin; Porter, Sonya R.; Sanabria, Tanya – Educational Researcher, 2018
Students in the United States whose household income is less than 130% of the poverty line qualify for free lunch, and students whose household income is between 130% and 185% of the poverty line qualify for reduced-price lunch. Education researchers and policymakers often use free and reduced-price lunch (FRPL) status to measure socioeconomic…
Descriptors: Lunch Programs, Educationally Disadvantaged, Low Income Students, Economically Disadvantaged
Download full textReyes, Marcela; Domina, Thurston – Education Policy Analysis Archives, 2019
California state policy requires English language learners (ELL) to pass the California English Language Development Test and the California Standards Test in English Language Arts to be Reclassified Fluent English Proficient (RFEP). However, most districts make it more difficult for ELL students to reclassify by setting reclassification…
Descriptors: State Policy, English Language Learners, Language Proficiency, School Districts
Simzar, Rahila; Domina, Thurston; Tran, Cathy – AERA Open, 2016
This study uses student panel data to examine the association between algebra placement and student motivation for mathematics. Changes in achievement goals, expectancy, and task value for students in eighth-grade algebra are compared with those of peers placed in lower-level mathematics courses (N = 3,306). In our sample, students placed in…
Descriptors: Algebra, Grade 8, Student Placement, Student Motivation
Domina, Thurston; Hanselman, Paul; Hwang, NaYoung; McEachin, Andrew – American Educational Research Journal, 2016
Between 2003 and 2013, the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubled to 65%. In this article, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political…
Descriptors: Middle School Students, Track System (Education), Student Placement, Mathematics
Domina, Thurston; McEachin, Andrew; Hanselman, Paul; Agarwal, Priyanka; Hwang, NaYoung; Lewis, Ryan W. – Sociology of Education, 2019
Schools use an array of strategies to match curricula and instruction to students' heterogeneous skills. Although generations of scholars have debated ''tracking'' and its consequences, the literature fails to account for diversity of school-level sorting practices. In this article, we draw on the work of Sørensen and others to articulate and…
Descriptors: Track System (Education), Homogeneous Grouping, Correlation, Longitudinal Studies
Domina, Thurston; Hanselman, Paul; Hwang, NaYoung; McEachin, Andrew – Grantee Submission, 2016
Between 2003 and 2013, the proportion of California 8th graders enrolled in Algebra or a more advanced course nearly doubled to 65 percent. In this paper, we consider the organizational processes that accompanied this curricular intensification. Facing a complex set of accountability, institutional, technical/functional, and internal political…
Descriptors: Middle School Students, Track System (Education), Student Placement, Mathematics
