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The transition to institutes of higher education such as colleges and universities can be stressful for many students who are more comfortable with high school academics. Students may begin to question their academic abilities and self-concept as a learner. Additionally, one factor that many students experience in their pre-college schooling is tracking. Tracking is defined as the process of separating students by academic ability into groups/classes/levels. This study explores the relationship between pre-college tracking and the academic self-concept of college students, which is defined as the perception that a student has about his/her own academic abilities. Data for this non-experimental study was collected through a survey. The survey included demographic questions, experiences with tracking in K-12 schooling, and forty-questions regarding participants’ academic self-concept. It is hypothesized that students who were placed in lower tracks in their pre-college education will have lower academic self-concepts. These results will show how tracking and academic self-concept relates to performance in college and beyond, including potential effects on future choices such as career direction.



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Staying On Track: The Effects Of Pre-college Tracking on Academic Self-concept of College Students