What is detracking
Why detracking is better
Studies against detracking
Practices that supporters of detracking advocates
- simulation activities
- flexible block scheduling
- small group activities, projects, thematic instruction and extra help periods.
Goals of detracking
- diverse classes in terms of ethnic and SES
- remove labeling, remove feeling of ostracism among slower students
Problems with detracking
Detracking increases the conflicts between challenge, achievement and effort.
- irresolvable conflicts
losing students at both extremes- most impact on faster students – bored
hard to teach – conflicting directions – assigned tasks(extra assignment for faster students, rejected, extra reading, writing, discussions, no reward for extra work, ), topics
(help lower students, no demanding topics or approaches), language and pace of lesson(frustration), standards for judging achievement(faster students were the big loosers)
sequentially vs simultaneously approach to the topics
- uniformity – affect high and slower students
slower- benefits = social
unbenefits – cannot keep up
middle – the teaching corresponded to their needs
- no indivisdual attention
faster – bored
- doubts about the legitimacy of the class
ignoring interesting questions
apathy and deviance – indicators of illegitimacy
Rosenboum
Tracking – grouping students by ability for the purpose of instruction
Problems in high school tracking
- inappropriate CRITERIA for selecting students
- overrepresentation of POOR and MINORITY students in lower tracks
- rigidities in track mobility
1985 – Oakes – suggested detracking – some schools applied
Goals of detracking – increase equity and achievement, especially for POOR and MINORITY
A study on restructed school conducted by Gamoran and Weinstein in 1998, Detracking – problems, only 1 school proved to have educational success.
This school had small classes, programs on Saturday, enourmous latitude in selecting students and faculty.
Not many school provide this – so have no strong evidence of the
Study focuses on social science
– is not hierarchical – mastering the material in previous year is not necessary
– students muct ernroll in us history