Education and Society Educational Stratification, Part 1: Within Schools

Exercise: Principal’s New Initiative  Track #1: Feeble- minded; Track#2: Dull; Track#3: Average; and Track#4: Superior.  To adapt a given course of study to students' individual needs  The lower tracks will naturally train students for "definite hand occupations as opposed to brain occupations.  Placed scientifically, on the basis of test scores.  Guidance counseling will assist students in the interpretation of test scores, and to help them plan a personally rewarding and socially useful occupation.

Roles  Teacher  Parent  Tax payer/community member  School board members

Exercise  Get together in groups by roles  Read your description  Discuss how this change will impact you?  What are the pros and cons?  Is the new tracking policy beneficial given your role?  Be prepared to give a brief speech to the principal and school board members.

Relationship between education, social mobility, and status Education Status Social Mobility

Framework to Understand Schools and Social Status  Human  Social  Cultural  Academic Capital

The Complex Role of Schools  School are not in isolation Status Student Status Within Schools – how does capital get reproduced?

Tracking  Evidence of effectiveness  No evidence of higher overall achievement – remedial ed in film  Assignment to track levels – placement tests  Differing distribution of knowledge  Students not exposed to the same material

Tracking  Realities in tracking:  Unequal instruction  Unequal behaviors and attitudes among students  Unequal expectations

Tracking  Unintended consequences  Segregation  Low social status  Heterogeneous tracks  Slower achievement of students in low tracks  Negative social psychological consequences

Why this is important for teachers?  Tracking is no longer an overt practice, BUT  Special programs  Differing resource levels  Different levels of teacher preparation and involvement  Parental involvement varies  Schools with different resource levels (and magnet schools)  Expectations and norms  Access to cultural capital  Differentiated curriculum

Movie – The First Year

Teacher Preparation  Varies by state  Teacher shortage and waivers  Teacher retention and the quest for the better school environment  Undergraduate education

Resources  Teacher’s ability bring in resources  Special grants or other programs

Special Programs  Access to programs, such as speech therapy  IEP and access  District and community resources  Grants

Impact on Society – Human Capital  Lack of social mobility in specific neighborhoods/geographic regions  Lack of social mobility for individuals  Systemic low levels of educational attainment in certain geographic areas/cities – circular impact

Why this is important for teachers?  Be prepared for inequities in resources for students  Be aware of special programs and grants  Consider the importance of multicultural education  Look at issues systemically; look at school  Be political  Get resources