While considerable research in education has established objective and subjective status differences between tracks and focused on the outcomes of ability grouping on students' educational and broader outcomes, there is virtually no research that explains students' variability in track valuation. This study relies on theoretical insights from…

In this paper, we examine how ethnically diverse, inclusive schools manage their legitimacy in an educational quasi-market. These schools are often threatened with a loss of legitimacy as ethnic majority parents perceive an ethnically diverse student population and radical pedagogical practices as signs of lower quality education. However,…