Erwin, 2001

Erwin, E. M. H. (2001). Sinkers and swimmers: Student experiences with curriculum differentiation. Dissertation Abstracts International, 62 (01), 10. (UMI No. 3002592)

It was a descriptive case study whose major aims were to determine: (1) The characteristics of the students profiled in each of the curricular programs; (2) The role curriculum differentiation played in each student's experience. 15 high school freshmen from a variety of curricular programs at one Massachusetts high school were interviewed and videotaped. Student records were analyzed, and feedback was sought from students' grade 8 and grade 9 teachers through surveys and interviews. Seven years later, a follow-up study was conducted to determine if students' perceptions of their high school experience had changed.

The high achievers reported challenging teachers and rigorous curriculum. The achievers who pursued upper level courses had more positive experiences than those who pursued middle or lower level courses. Achievers who required or pursued special programs benefited from individualized attention but often suffered from a weak academic program. The under/non-achievers did not complete high school. This study supports the conclusion that student choice, teacher expectations, and school indifference had an impact on student experiences. The experiences of the largest group - the achievers - suggest that schools must pay more attention to the average student and work harder to motivate all students to maximize their potential.