Ability Tracking Handout

							Jon Hughes  Kara Johnson  Megan Reznicek  Nick McCluskey  Veronica Mun



Ability Tracking                                        4. Classes in the higher track tend to get more
                                                           experienced teachers, whereas the lower tracks
                                                           get the newer, less-experienced teachers.
“Tracking is not just an assignment to a                5. Tracks can lead to negative self-identity: Kids
perceived ability group in school; ultimately,             see themselves as “dumb” or in the “stupid
it's an assignment to a particular social
                                                           class.”
class for life.” (Hyland, 1997)


                                                         Who is Negatively Impacted?
Ability Tracking Overview                               1. Minority students and low income students are
 Tracking: when students are separated by                 most impacted.
  academic ability into groups for all subjects         2. Higher track students are negatively impacted
  within a school.                                         as well. *Testimony: a student attending a
 Students that test into a higher track are never         diverse school was in all APP classes and
  tested again. Once you’re in, you’re in.                 sheltered from minorities. He has developed a
 Placement in a higher track results in:                  fear of the unknown and prejudices because of
  Better college preparation  Admission to a              this.
  better college and education  Better job 
  Higher socio-economic status
                                                        History of Tracking
                                                         Origins traced back to mid 19th century.
 Why Tracking (Still) Exists
                                                         Emerged in urban centers to deal with new,
1. Easier for teachers to direct lessons towards          diverse student populations, a new technique
   ability level and not differentiate instruction.       used to sort the influx of students.
2. Schools promote tracking through honors               Slow, Bright, Deficient
   programs to reap the rewards of high                  Based on the pseudo science of Binet’s IQ test.
   standardized test scores.                             Promotes discrimination and segregation.
3. Educational trends push towards college
                                                         Non-English speaking and minorities
   education. Naturally more time and resources
                                                          disproportionately assigned to low tracks.
   are devoted towards college-bound students.
                                                            o Unfairly categorizes students and consigns
4. Parents of high-achieving students go to great
                                                               them to a fate that neither they nor their
   lengths to ensure their children are receiving a
                                                               parents have control over.
   competitive education.


                                                        Future Impact
 Social, Economic, and Political Impacts
                                                         No research on current state of ability tracking.
1. High track has students from higher SES; Low
                                                         Issue seems to have been dropped in the late
   track has students from lower SES, usually
                                                          1990’s after research suggested that tracking
   minority students.
                                                          perpetuates achievement gaps and limits
2. Tracks are intended to be homogeneous by
                                                          minorities and people of low SES.
   ability but do not take into account the fact that
                                                         So far, the issue has not been readdressed
   students develop and learn at different rates.
                                                          effectively.
3. Tests are catered towards native English
   speakers, immediately placing ELL students at a
   disadvantage.
Jon Hughes  Kara Johnson  Megan Reznicek  Nick McCluskey  Veronica Mun




 The initial push towards tracking schools was          What actions can be taken at local,
  exponentially higher than the current push to          state, and national level?
  detrack schools.
                                                       1. Change the Law: State/Federal funding
 We assume most schools are still tracking on            mandates (like NCLB) could be changed to
  an informal or unofficial level through programs        require change in order to receiving funding.
  like “Math for Life” which is perpetuated by            Dramatic shift in NCLB requirements.
  college-bound students and their parents
  wanting success! (aka “covert tracking”)             2. School Board: Detracking can be mandated by
 Although the concept and intention of tracking          the local school board, especially if the
  started out good, the application of it continues       achievement gap is of “real” concern to the
  to perpetuate divides between the rich and              board and community.
  poor, the majority and minority.
 We can only remain optimistic about how                What are the risks and benefits of taking
  teachers and school are using this data and            detracking?
  hope it's not being use to perpetuate inequality.
                                                        Bright flight!
                                                        Buy-in is difficult. Parents of high-tracked
                                                         students benefit from the system as it exists.
Action Plan
                                                        Success is difficult: opposition well-funded,
Detracking: refers to the process of changing over       well-educated, and well-connected (political
from tracked classrooms to heterogeneous
                                                         clout and power).
grouping
                                                        If successful in detracking schools, students may
                                                         struggle and fall further behind.
 What can you personally do?
 Become an advocate at the local level.
 Refuse to participate in the system with your        Service Learning Project
  own children (don’t track them).
                                                        Social Studies lesson on the history of education
 Enter an MIT program and change the system
                                                         for African Americans. Tie that in with service
  from within.
                                                         project with locally based non-profit, Rainier
 Volunteer at schools; help fundraise/create            Scholars.
  higher learning curriculum in after school
  programs.
                                                        Civics lesson on local government structure and
 Advocate for change your in sphere of                  process, and study on grassroots movements
  influence (friends, colleagues, etc.)                  that have affected change. Pick a topic or cause
                                                         to volunteer time advocating for, including
                                                         testifying at the local school board or city
                                                         council meeting.




 Page 2
Jon Hughes  Kara Johnson  Megan Reznicek  Nick McCluskey  Veronica Mun



   Jon Hughes  Kara Johnson  Megan Reznicek  Nick McCluskey  Veronica Mun




      Bibliography
      Ability Tracking



 1. Ansalone, G. (2006). Perceptions of Ability and Equity in the US and Japan: Understanding the
    Pervasiveness of Tracking. Radical Pedagogy, 8, 8.


 2. Ansalone, G. (2004). Achieving equity and excellence in education: implications for educational
    policy.. Retrieved May 20, 2010, from
    http://www.entrepreneur.com/tradejournals/article/119108641.html


 3. Burris, C. C. & Welner, K. G. (2005). Closing the Achievement Gap by Detracking. Phi Delta
    Kappan, 86(8), 594-598.


 4. Hyland, M. (1997). Ability Grouping in Schools: Helpful or Harmful. Retrieved May 19, 2010, from
    http://www.wright-house.com/ac/papers97/Hyland-ac1.html).


 5. Moller, S. , Stearns, E. , Southworth, S. and Potochnick, S. (2006). Educational Tracking and Income:
    Differences by Race and Gender, All Academic, Inc. Retrieved May 20, 2010,
    http://www.allacademic.com/meta/p103141_index.html


 6. Sanders, R. (1999, October 2). Alternatives to Tracking, In Motion Magazine, Retrieved May 20,
    2010, http://www.inmotionmagazine.com/altern.html