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description:
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"Results from the Third International Mathematics and Science Study (TIMSS) indicate some disturbing trends across race and socioeconomic status (SES) related to tracking." The article addresses both ability grouping and content tracking by "...taking a closer look at the TIMSS data relating to U.S. eighth-graders' exposure to algebra and geometry instruction. According to Blase Masini (program associate at NCREL) the data indicate that minority students and students of low-SES status are less likely than their white, Asian, and high-SES peers to study algebra and geometry before eighth grade."
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