Tracking: Who Benefits?

A Look at the ResearchChristina Gavin

April 23, 2002

EDUC 640

The Extent of Tracking Tracked classes –

AP College-Prep Honors General/Remedial

Based on Test Scores or Student choice

In Middle Schools – 82% were using ability grouping 36% of schools were considering eliminating tracking.

In 10th grade – about 90% were in ability groups

The StudentsMinority students are disproportionately

in low track classes, often regardless of test scores.

Low tracks have Less qualified and inexperienced teachers Fewer resources Lower expectations More traditional teaching

The achievement gap between low- and high-track students is greater than the gap between high schools dropouts and

students who graduate. –Loveless, 1999

The Teachers It is more challenging to teach mixed-ability

classes and requires more planning and creativity

Teachers get away with low expectations and standards for low track classes.

Teachers who want ability grouping are more subject centered; Teachers who want to eliminate tracking are student centered.

“Tracking…encourages even well-meaning teachers and administrators to turn out generation after generation of self-fulfilling prophecies.” -Kean

Administration

Eliminating tracking requires Teacher training and supportIncreases in budget concernsA battle with parents

The Parents Affluent parents are the greatest supporters

of tracking and the toughest opponents of detracking.

Parents have ended many reforms to eliminate tracking

Parents want their children to have the best education, without regard to other students.

Schools allow these parents to make the decisions for fear of “bright flight”.

“When parents and educators go to great lengths to erect walls between the “gifted” and the ordinary, another generation is raised without a commitment to the values of community and the vicious circle closes in.” -Kohn

“The saccharine myth that children are America’s most precious natural resource has in practice been falsified by our hostility to other people’s children and our unwillingness to support them.” - Kohn

The Research for Tracking Gifted students need opportunities for

enrichment and are slowed down in heterogeneous classes.

Problems with detracking Teaching to the middle Lowers opportunities for bright minority students Achievement gap is narrowed at the expense of

the gifted students “Bright Flight”

The Research for Mixed-Ability Groups Minority enrollment in college increases Grades for low students increase as well as

interest in school Increases in the gifted and talented student

population for white and minority students Decreases in

Absenteeism Failures Discipline problems

The Methods-Eliminating TrackingDetracking demands

Change Support from teachers and administration An understanding of the research Communicating the research with parents

and standing behind your beliefs.Cooperative LearningPeer Instruction

Journals and ProjectsTeaching organizational skillsTeam teachingPortfoliosHigh expectations for all students Instructional support classes for

students with difficultiesA contracting system for gifted students

Allows for “Honors” notation and weighted GPA

“Mixing will not be beneficial if teachers teach the same as they do for homogenous groups.” -Heath

The Methods – Making Tracking WorkHold high expectations for all classesGive all students qualified and

motivated teachersMake low tracks more rigorous “Schools-within-a-school”

Who Benefits?Parents of gifted studentsTeachers who want an easier jobAdministrators who do not want to deal

with parentsThe gifted students who make up a

small percentage of the students in our schools.

ConclusionsOnly a small number of students benefit

from tracking and research shows that the benefit is not a significant amount.

All students deserve an equal opportunity at education.

All students should be valued, not just the gifted ones.

“We are not in the business of educating one group of students. As professionals we are responsible for educating everyone, and there are things that we must not do. That’s a moral and professional issue.” –A Maryland Educator

Therefore…Tracking needs to be eliminated or greatly

reformed.

“You can maintain your tracking system, just put all students in the top track.” -Slavin

Rockingham CountyMiddle School

Offer World Geography and Algebra I for High School credit.

Also offer French I or Spanish I for h.s. credit

All other classes are mixed-ability

Rockingham CountyHigh Schools

Tracked into general, honors, college-prep, and AP

Based on student choice, no grading criteria

Students who receive less than a C in the previous class, take two periods of reading or math, eliminating choices for electives.