Assigning Elementary Pupils to Their Teachers

This study examines variation in the methods used to assign students to classrooms and teachers in a small but highly diversified sample of elementary schools. Explicit attention is given to parental influence on pupil assignments as well as to the effects of having an unusually incompetent or excellent teacher at a particular grade level. Interviews with principals constitute the data base for the study. 3 basic student assignment methods are identified and vary in terms of the involvement of principals and teachers. The most common method entailed high principal involvement and the use of the random selection of students from within categories. Criteria principals use to assess the legitimacy of parent requests and the strategies principals use to respond are reported. Strategies principals employ to assign pupils to teachers known to be incompetent are also reported. The article concludes with a discussion of future research needed in this area.