Table 1: Number and percent of public secondary schools in the study sample that responded and estimated number and percentage in the nation, by school characteristics: 1994
Table 2: Percent of public secondary schools indicating what best describes their school's approach to providing instruction in the core curriculum, by school characteristics:
Table 2a: Standard errors of the percent of public secondary school indicating what best describes their school's approach to providing instruction in the core curriculum, by school characteristics: 1994
Table 3: Percent of public secondary schools indicating the extent of various influences on their school's approach to providing instruction: 1994
Table 3a: Standard errors of the percent of public secondary schools indicating the extent of various influences on their school's approach to providing instruction: 1994
Table 4: Percent of public secondary schools indicating the number of years their school's approach has been in effect, and whether any modifications are being considered or have been made in thepast5 years, by school characteristics: 1994
Table 4a: Standard errors of the percent of public secondary schools indicating the number of years their school's approach has been in effect, and whether any modifications are being considered or have been made in the past 5 years, by school characteristics: 1994
Table 5a: Standard errors of the proportion of 10th-graders taking math courses designed for students of different ability levels, by school characteristics: 1994
Table 6: Proportion of 10th-graders taking English courses designed for students of different ability levels, by school characteristics: 1994
Table 6a: Standard errors of the proportion of 10th-graders taking English courses designed for students of different ability levels, by school characteristics: 1994
Table 7: Percent of public secondary schools indicating the extent to which various individuals and characteristics influence the assignment of teachers to courses in the core curriculum: 1994
Table 7a: Standard errors of the percent of public secondary schools indicating the extent to which various individuals and characteristics influence the assignment of teachers to courses in the core curriculum: 1994
Table 8: Percent of public secondary schools indicating how often students are moved to a higher ability-level math course after completion of 10th grade: 1994
Table 8a: Standard errors of the percent of public secondary schools indicating how often students are moved to a higher ability-level math course after completion of 10th grade: 1994
Table 9: Percent of public secondary schools indicating how often students are moved to a higher ability-level English course after completion of 10th grade: 1994
Table 9a: Standard errors of the percent of public secondary schools indicating how often students are moved to a higher ability-level English course after completion of 10th grade: 1994
Table 10: Percent of public secondary schools indicating how often students are moved to a lower ability-level math course after completion of l0th grade: 1994
Table 10a: Standard errors of the percent of public secondary schools indicating how often students are moved to a lower ability-level math course after completion of 10th grade: 1994
Table 11: Percent of public secondary schools indicating how often students are moved to a lower ability-level English course after completion of 10th grade: 1994
Table 11a: Standard errors of the percent of public secondary schools indicating how often students are moved to a lower ability-level English course after completion of 10th grade: 1994
Table 12: Percent of public secondary schools indicating the percent of 10th-graders enrolled in both the highest ability-level math courses and the highest ability-level English courses: 1994
Table 12a: Standard errors of the percent of public secondary schools indicating the percent of 10th-graders enrolled in both the highest ability-level math courses and the highest ability-level English courses: 1994
Table 13: Percent of public secondary schools indicating the extent of influence of various sources of information on the placement of students into differentiated courses in the core curriculum: 1994
Table 13a: Standard errors of the percent of public secondary schools indicating the extent of influence of various sources of information on the placement of students into differentiated courses in the core curriculum: 1994
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