ERIC Number: ED274708
Record Type: RIE
Publication Date: 1985-Nov
Reference Count: 0
Update on Tracking and Ability Grouping.
This paper is a review of literature on tracking, a controversial educational practice. In this report, tracking means the use of separate classes and/or whole curriculum sequences for students considered to be of different ability levels. The trend in recent research is to find that tracking benefits only the gifted, or high track, students. Low track classes receive less teacher time and enthusiasm, less imaginative, effective instruction, and less homework. Low track placement definitely correlates to minority background and/or low socioeconomic status. Once in a low track, students rarely switch track after grade three. Schools do not help them to move into a higher track. By the end of the primary grades students are set into rigid ability tracks correlating to their race and socioeconomic status. The effects last even longer than the school years. Some new research hints that the problem may not be the tracking structure itself, but how individuals use it and react to it. (JAZ)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: San Mateo County Office of Education, Redwood City, CA. SMERC Information Center.