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  • Students are defined very publicly to their intellectual capabilities and accomplishments and separated into a hierarchical groups for instruction.

  • Groups are labeled openly and characterized in the minds of teachers and others as being of a certain “type” and not all groups are valued equally in the school.

  • Individual students in these groups come to be defined by adults and their peers in terms of these groups types-i.e., a student in a high achieving group is seen as a high achieving person and vice versa.

  • On the basis of these sorting decisions, the groupings of students that result and the way educators see the students in these groups determines how they get treated which will ultimately affect their school experience.

Assumptions to support tracking...

Context...

Where do our teaching practices come from and what problems were they intended to solve?

"Keeping Track: How Schools Structure Inequality"

We don’t question:

What were humans like?

What was society like?

What were the purposes for schools?

  • Students learn better if they are grouped with students considered to be like them

academically.

  • Slower students develop more positive attitudes about themselves

and school when they are not placed in groups with others far more capable.

  • Placement processes used to separate groups accurately and fairly reflects past and native abilities also taking into account decisions that are appropriate for future learning (academic or vocational).

  • It is easier for teachers to accommodate individual differences in homogenous groups or groups of similar students are easier to manage.

Jeannie Oakes

“The road to hell is paved with good intentions”

Chapter 1

Tracking

- Proverb

Same ol’, same ol’ every other day in high school…

Isn’t and wasn’t it the same for everyone?

Tracking

YES and NO

Students categorized as the following type of learner based on scores from achievement or ability tests:

  • Fast
  • Average
  • Slow

So… what are these predictable characteristics?

“… no group of students has been found to benefit consistently from being in a homogeneous group”

- Jeannie Oakes

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