tracking: who benefits? a look at the research christina gavin april 23, 2002 educ 640
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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.
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