Preceded by preteleconference activities, this teleconference examines the definitions, history, assumptions, and consequences of tracking as well as barriers to change, restructuring responses to literacy and learning difficulties, effective alternatives to tracking, and specific grouping strategies. The following documents are included: "Keeping Track Part 1: The Policy and Practice of Curriculum Inequality" and "Keeping Track, Part 2: Curriculum Inequality and School Reform" (Jeannie Oakes); "Access to Knowledge: Breaking Down School Barriers to Learning" (Pamela Keating and Jeannie Oakes); "Shattered Hopes" (Richard L. Allington); "Teacher Beliefs Toward Academically at Risk Students in Urban Schools" and "Do Chapter 1 Programs Promote Educational Equity?" (Linda Winfield);"Ability Grouping and Its Alternatives: Must We Track?" and "Using Team Learning" (Robert E. Slavin); and "Research Identifies Effective Programs for Students at Risk of School Failure" (Center for Research on Elementary and Secondary Schools). Post-teleconference activities follow as well as supplementary readings that include: "Revised Chapter 1 Opens Options for Schoolwide Plans" (James H. Lytle); "How Special Should the Special Education Curriculum Be?" (John O'Neil); and "Assuring School Success for Students at Risk" and "Children at Risk: Work of the States" (Council of Chief State School Officers). (CLA)