CONTENTS

• PREFACE
• SUMMARY
• ACKNOWLEDGMENTS
• FIGURES
• TABLES
• Section
  1. INTRODUCTION
     • Current Patterns of Curriculum Differentiation
     • Competing Theories
     • Organization of This Report
  2. A CLOSE LOOK AT SCHOOLS AND STUDENTS: OUR RESEARCH STRATEGY
     • The Schools
     • Field Work
     • Comparison Schools
     • Transcript Analyses
     • Differences Among the Students at the Three Schools
     • What the Combined Studies Can Reveal
  3. CURRICULUM OFFERINGS AND STUDENT ASSIGNMENTS: FINDINGS FROM OUR FIELD WORK
     • Curricular Similarities
     • Predictable Curriculum Differences
     • The Dynamics of Student Assignments
     • Declining Resources Constrain Schools' Curriculum Decisions
     • An Uneven Distribution Of Advantage
     • What Can the Transcript Analyses Add?
  4. WHO TAKES VOCATIONAL EDUCATION? FINDINGS FROM STUDENTS' TRANSCRIPTS
     • Vocational Coursetaking
     • Factors Explaining Vocational Concentration
     • Conclusions
  5. WHO TAKES COLLEGE-PREP? FINDINGS FROM STUDENT TRANSCRIPTS
     • The Big Picture: A Similar Overall Pattern of English and Math Coursetaking
     • Tracking Students: Where Do They Fall?
     • The College-Prep Track: Who Gains Access?
     • Which Characteristics Predict College-Prep Participation?
     • Conclusions
  6. AN ECLECTIC EXPLANATION OF MATCHING STUDENTS TO CURRICULUM
     • An Eclectic Explanation
     • Implications For Reforming Vocational Education
• Appendix
  1. ADDITIONAL CHARACTERISTICS OF THE CLASS OF 1988
  2. VOCATIONAL COURSE CATEGORIES
  3. SUPPLEMENTARY TABLES ON VOCATIONAL PARTICIPATION
  4. METHODS AND RESULTS FROM THE LOGISTIC ANALYSES
     • The Data and Sample
     • A Logistic Model of Vocational Concentration
     • A Logistic Model of Participation In College-Prep Math
     • A Logistic Model of Participation In College-Prep English

REFERENCES

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