1. Tracking: Investigating the Positives and Negatives
Nick Glab & Jed StuartEDUC 246The George Washington University

2. To Track or Not to Track?
What is tracking?
Began in mid-19th century
Extensive research since the 90s on the effects of tracking and de-tracking
3. Major benefits of Tracking
Homogenous groups make teaching easier
Increases student achievement for both high and low tracked groups
Increased teacher motivation
Tracking does not have a negative impact on self-esteem or self-concept of subject matter
4. Tracking Study in Kenya
Sample of 10,000 first-grade students in 121 schools
Each class was given an additional teacher to split the class in two
60 schools remained
non-tracking schools
61 schools were made to
be tracking schools
Lasted 18 months
5. Results of Kenyan Studyon Student Achievement
Test scores in tracking schools were higher
Both the high and low groups showed similar growth
Students benefit from homogeneity
The positive effects of tracking lasted for years
6. Results of Kenyan studyon Teacher Motivation
Teacher attendance rate was 9.6% better in tracked schools
Heterogeneous grouping forces teachers to cover more material
Teachers are easily burned out
7. Tracking in Massachusetts Middle Schools
Study of high-achievers in tracked and non-tracked schools
Collected questionnaires on tracking from 128 principals
Examined data from Massachusetts Comprehensive Assessment System (MCAS)
Are there more advanced students at tracked schools?
8. Results from Massachusetts Study
6% more advanced students in tracked math programs
3% more scored advanced considering SES
Every math track added increases advanced students by 3%
The opposite is true for detracking classes
9. Study of Seventh-Grade Math Tracking
Survey of 173 students
Self-esteem versus self- concept
How do student compare themselves?
Within-track comparison versus across-track comparison
Impact of grades?
10. Results of Math Study on Self-esteem and Self worth
Students compare UP
Students compare more within track
Grades impact self-concept more than tracking
Lower track = lower grades
11. American Education
Equal opportunity?
Civil Rights Movement
Goals of education
Democracy
Active citizen
wsaq.net
12. How are students placed into tracks?
Less advantaged children are twice as likely to be held back in school and often fail to complete their education and educational psychologists have identified the role of teacher expectations and instructional prejudices to help explain documented educational gaps. Rist notes that kindergarten reading groups are formed within the first few days of each term and that placements are influenced by student dress, vocabulary, and racial differences. Social class is also a factor in teacher expectations in studies conducted by Persell and Oakes (Ansalone & Biafora 2004).
13. Effects of Tracking on Performance
A study by Hanushek and Woessmann (2005) compares performance in students tracked at a young age across different countries
Greatest impact on lower achieving students
No benefit for higher achieving students
See figure 2 on next slide
14. 15. Effects of Classifying
Fitting in
Self-esteem/confidence
A lasting effect
16. Why is tracking still socommon in schools?
Majority of schools have tracking
Influences of a social hierarchy
Superintendent and teacher influence
17. Advantages of De-tracking
Heterogeneous classrooms
realworld
Diversity
In a study of teacher opinions by Ansalone and Biafora, more than 75% of teachers thought that slower students should be taught in a classroom with brighter students, so that they can learn from one another (Ansalone and Biafora, 2009).
18. Conclusion
Tracking and detracking both have their benefits
Needs to be right fit
More research!
19. References
Ansalone, G. and Biafora, F. (2004). Elementary school teachers perceptions and attitudes to the educational structure of tracking. Education. Mobile, AL: Project Innovation.
Chiu, D., Beru, Y., & Watley, E. (2008).Influences of math tracking on seventh-grade students self-beliefs and social comparisons.Journal of Educational Research.102, 125-136.
Duflo, E., Dupas, P., Kremer, M. (2009).Can tracking improve learning?Education Next, v9, n3, 64-70.Retrieved January 24, 2010 from Academic Search Premier database.
El-Haj, T. R. A. and Rubin, B.C. (2009). Realizing equity-minded aspirations of detracking and inclusion: toward capacity oriented framework for teacher education. Malden, MA: Wiley Periodicals.
Hanushek, E.A. and Woessmann, L. (2005). Does educational tracking affect performance and inequality: Differences in differences across countries. CESifo. International Education Performance.
Loveless, T. (2009). Tracking and detracking: high achievers in massachusetts public schools. Thomas B. Fordham Institute
Lucas, S.R. (1999). Tracking inequality: Stratification and mobility in american high schools. New York: Teacher College Press.