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ERIC Number: ED390034
Record Type: RIE
Publication Date: 1996
Pages: 22
Abstractor: N/A
Reference Count: N/A
Detracking Discussed.
Partridge, Susan
The injustices of tracking or ability grouping according to degrees of learning, first noted in reading classes throughout elementary grades, can have a bad effect on little children, who do not understand these injustices. In the history of the rural school, where individual help and cooperative learning were practiced, no child was labeled a slow learner and there was community involvement and considerable cooperation. Many of these same practices are being recommended by reputable educators today. Alternatives to tracking begin when schools no longer interpret "all children can learn" to mean that all children can achieve their very different potentials only when children of like potentials are grouped together. Diversity within the classroom enriches the learning environment. Teachers must be properly trained in handling detracking, receiving help from specialists trained in dealing with attention deficit disorder and behavioral and emotional problems. Starting slowly, challenging all students, identifying teams as mixtures of strength, communicating the program to parents, designing clear activities, using appropriate acceleration, and making each student accountable are among a few of the suggestions from educators who have had success with detracking. Detracking is more in keeping with the democratic way of life than is tracking, and, therefore, its adoption should be seriously considered if the best interests and needs off all children are to be met. (Contains eight references.) (CR)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Diversity (Student); Educational Issues; Untracking (Education)