Tracking (education)

Tracking is the method of placing students according to their ability level in classes of similar ability or learning experiences.^[1] Students of different abilities (low, middle, and high) are assigned to different "tracks" of courses and programs: vocational, general, college-bound, honors, or advanced.^[1] Tracking is the term given to this process, and while some teachers believe that tracking makes instruction more manageable, others believe that it is a terribly flawed system.^[1] Once a student is placed, it may be very difficult to move from one track to another.^[1] The placements may reflect racism, classism, or sexism.^[1] Many educators charge that the United States relies more on tracking than any other nation in the world.^[2] Most schools today work hard to avoid using the term "tracking."^[1] Middle and high schools are taking their cue from elementary schools, where the term "ability grouping" has been in favor.^[1] Ability grouping sorts students based on capability, but the groupings may well vary by subject.^[1] While tracks suggest permanence, ability grouping is more transitory.^[1] One year, a student might find herself in a high-ability math group and a low-ability English group.^[1] The following year, that same student might be reassigned to a new set of groups.^[1] School tracking is a reality functioning under an assumed identity called ability grouping.^[1]

1. ↑ ^{1.00 1.01 1.02 1.03 1.04 1.05 1.06 1.07 1.08 1.09 1.10 1.11} Karen Zittleman; Sadker, David Miller (2006). Teachers, Schools and Society: A Brief Introduction to Education with Bind-in Online Learning Center Card with free Student Reader CD-ROM. McGraw-Hill Humanities/Social Sciences/Languages. pp. 104, 107, 108, G-12. ISBN 0-07-323007-3.{{cite book}}: CS1 maint: multiple names: authors list (link)
2. ↑ Oakes (2005). Keeping Track.