Social Selection and Stratification Within Schools

Abstract

This paper examines the degree to which stratification within schools contributes to the prevalent association between socioeconomic background and educational outcomes of students. The institutionalized mechanisms for social selection and differentiation, such as tracking and curriculum assignment, are essessed in 48 urban public high schools. Little evidence is found for overt class bias in placement. The relationship between socioeconomic status and curriculum assignment is largely mediated by verbal achievement. stratification patterns entail segregation and the allocation of resources within schools, however. The paper concludes that educational outcomes depend more on the criteria of selection than on the process within schools.