Tracking in Secondary Schools For: Education, Ethics, and Social Change Presented by: Steve Frey, Andrew Pisanko, Doug Williams, and Sam Skramovsky

What is Tracking? A common instructional practice of organizing students in groups based on their academic skills A common instructional practice of organizing students in groups based on their academic skills Often interchanged with ability grouping Often interchanged with ability grouping Highly contested debate in education for many years Highly contested debate in education for many years Some say it started around 1900 Some say it started around 1900 Select college-bound students had different curricula Select college-bound students had different curricula Other students took separate classes and went on to industrial jobs Other students took separate classes and went on to industrial jobs

Pros of Tracking Higher performing students Higher performing students Perform better with similar peers Perform better with similar peers Teacher Preparation Teacher Preparation Custom instruction based on skill level Custom instruction based on skill level All Students Deserve Opportunities for Success All Students Deserve Opportunities for Success Match content to abilities Match content to abilities

Cons of Tracking

Peer Influence Peer Influence Smaller opportunity to meet other students Smaller opportunity to meet other students Teacher Biases Teacher Biases Less preparation for less advanced classes Less preparation for less advanced classes Inequality of Achievement Inequality of Achievement High ranking groups have achievement advantage High ranking groups have achievement advantage

Cons of Tracking Cont’d. Inappropriate methods of identifying a student's track Inappropriate methods of identifying a student's track Students placed in wrong track Students placed in wrong track Widening of Achievement Gap Widening of Achievement Gap Difficulty of advancing in a track Difficulty of advancing in a track Negative Climate of Classrooms Negative Climate of Classrooms Stigma in less advanced classrooms Stigma in less advanced classrooms

Conclusion: For or Against As it is now: As it is now: We are opposed to tracking We are opposed to tracking Students seem to be on/off tracks Students seem to be on/off tracks Difficulty to switch/advance Difficulty to switch/advance

Proposed Alternative High expectations for all early in school High expectations for all early in school Give students the choice Give students the choice All students access to all classes All students access to all classes Advanced class students have to prove they are capable Advanced class students have to prove they are capable

Links news.stanford.edu/pr/94/940302Arc4396.h tml news.stanford.edu/pr/94/940302Arc4396.h tml drc.ohiolink.edu/handle/2374.OX/15420 drc.ohiolink.edu/handle/2374.OX/15420

Bibliography Archibald, Doug, and Julia Keleher. "Measuring Conditions and Consequences of Tracking in the High School Curriculum." American Secondary Education 36.2 (2008): WilsonSelectPlus. Web. 22 Oct Duflo, Esther, Pascaline Dupas, and Michael Kremer. "Can Tracking Improve Learning?" Education Next 9.3 (2009): ERIC. Web. 12 Oct Hu, Winnie. "No Longer Letting Scores Separate Pupils." The New York Times 15 June 2009: n. pag. Web. 12 Oct Kauchak, Donald, and Paul Eggen. "Education in the United States: Its Historical Roots." Introduction to Teaching: Becoming a Professional. 3rd ed. Upper Saddle River: Pearson Education, Inc., Print. Mayer, Anysia. "Understanding How U.S. Secondary Schools Sort Students for Instructional Purposes: Are All Students Being Served Equally?" American Secondary Education 36.2 (2008): WilsonSelectPlus. Web. 22 Oct Stevens, David. "Beyond Higher Education: Other Sources of Data for Tracking Students." New Directions for Community Colleges 143 (2008): Print.