Date of Award

Spring 5-13-2022

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Michael Coquyt


mathematics self-concept, academic self-concept, tracking, mathematics achievement



This study examines the effects of academic tracking, in high school math, on students’ mathematics self-concept (MSC) and how that correlates to students’ mathematics achievement. This study measured students’ MSC through a mathematics self-concept questionnaire and measured mathematics achievement by the students’ latest grade report. Participants included 60 students in grades 10-12 who had been or were currently enrolled in math courses in the researcher’s school district. The data collected will direct the researcher and school administration on the effects of academic tracking on students, allowing for further discussion about continuing tracking in the district.



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