detracking

Detracking refers to the practice of eliminating or significantly reducing academic tracking in schools. Academic tracking, also known as ability grouping, is a system where students are sorted into different academic streams or classes based on their perceived abilities, prior academic performance, or test scores. These tracks can be labeled in various ways, such as honors, advanced, college preparatory, or remedial.

The primary goal of detracking is to promote educational equity and ensure that all students, regardless of their background, have access to a rigorous and challenging curriculum. Proponents of detracking argue that traditional tracking systems often disadvantage students from lower socioeconomic backgrounds or minority groups, leading to a widening achievement gap. They suggest that tracking can create self-fulfilling prophecies, where students placed in lower tracks receive less challenging instruction and develop lower expectations for themselves.

Detracking often involves implementing strategies such as heterogeneous grouping, differentiated instruction within mixed-ability classrooms, and providing targeted support for struggling students. The idea is to create a more inclusive learning environment where all students are exposed to the same core curriculum and given the opportunity to succeed.

Critics of detracking raise concerns about the potential for mixed-ability classrooms to slow down the pace of instruction for advanced learners or to make it difficult for teachers to meet the diverse needs of all students. They may argue that tracking can provide a more tailored learning experience for students at different levels. Research on the effects of detracking is mixed, with some studies showing positive impacts on achievement and equity, while others indicate potential challenges in implementation and outcomes.