Negative Effects Of School Tracking

Our initial findings demonstrate that a selected number of school leaders consider issues of tracking as an important strategy in reducing achievement gaps in their school. School tracking is the process in which students are assigned to different levels of classes based on academic proficiency (Oakes, 2005). Though research has demonstrated that tracking can have a negative influence for those students placed in lower tracked classes—more often negatively affecting students of color and of low-SES—it remains a prominent practice in schools. In fact, according to Jeannie Oakes (2005) the issue of school tracking is so embedded in the culture of schools “that we seldom question it. We assume that it is best for students. But we don’t very often

Several important findings on detracking were obtained through this comprehensive study. Burris et. al., (2008) found that detracking proved to demonstrate positive results for all students. Indeed, detracking proved to have a positive influence in more students obtaining Regents diplomas and a decrease in dropout rates. In addition, researchers argue that the more important influence in detracking is simply creating an alternative school culture (Oakes & Lipton, 1992). Moreover, Oakes and Lipton (1992) argue that since tracking is so ingrained in schools any attempt to present an alternative vision requires strong leaders that support detracking. In short, to change the school culture of tracking will require strong leaders who are truly committed to principles of educating all

She opposes the effectiveness of READ180 because she judges that some teachers use it to pull students with discipline issues out of the classroom. In her view, “often times what has happened here in this school is that those” students placed in the pullout READ180 intervention “are the same students who exhibit discipline behaviors and so they are intentionally put in those classes so that they don’t have to be dealt with.” From this comment we gain the understanding of this principals goal to transform the culture of her school. Consequently, Oakes and Lipton (1992) point out the issue of detracking will require school leaders to reshape previous fundamental educational