ACCESS TO EXCELLENCE - ASSIGNMENT TO HONORS ENGLISH CLASSES IN THE TRANSITION FROM MIDDLE TO HIGH-SCHOOL

This article examines the processes and criteria of assignment to honors English classes in five midwestern communities. It uses qualitative and quantitative data to study the placement process in the context of the transition from middle to high school. Interviews with school staff provide descriptive accounts of the stratification system in each district, revealing a number of important similarities along with salient differences. These patterns are further elucidated with quantitative analyses of placement criteria. Although student performance affects placement in all districts, at least three of the five rely heavily on students' past ability-group positions in assigning students for ninth-grade English. This practice limits opportunities for upward mobility for students outside the honors level. Another finding is that the effects of family background depend on student achievement levels: For high-achieving students, socioeconomic status plays little role in placement decisions, but among average achievers, economic advantage is linked to greater access to honors classes.