Zuniga, K., Olson, J. K. & Winter, M. (2005). Science education for rural Latino/a students: Course placement and success in science. Journal of Research in Science Teaching, 42, 376-402.
Looked at tracking policies in science education at one high school in Iowa. No state standards for K-12. Tracking is extreme form of ability grouping. In this case, language. Students required to take 2 science courses. Of those sampled(N=101) 71.2% of Whites and 35.5% of Latinos took one or more science beyond requirements.
Among recommendations: Course placement should match career and college goals. Employ ESL science instructional strategies. Allow more time to complete courses, beyond 4 years.
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