ERIC Number: ED274749
Record Type: RIE
Publication Date: 1985
Reference Count: N/A
Keeping Track: How Schools Structure Inequality.
Tracking--the system of grouping students for instruction on the basis of ability--reflects the class and racial inequalities of American society and helps to perpetuate them. In the junior and senior high schools studied, there were clear differences between upper and lower tracks in: (1) content and quality of instruction, (2) teacher-student and student-student relationships, (3) expectations of teachers for their students, and (4) affective climate of classrooms. After chapters presenting the destructive and unfair consequences of tracking, this book discusses the findings within the context of far-ranging differences in student educational attainment. It then attempts to reconcile the persistence of tracking in a society which purports to be committed to equitable quality education for all. It concludes with suggestions for more equitable methods of structuring learning. (LHW)
Descriptors: Ability Grouping, Academic Achievement, Educational Attainment, Homogeneous Grouping, Minority Group Children, School Effectiveness, School Organization, School Resegregation, Secondary Education, Secondary Schools, Student Placement, Track System (Education)
Yale Univ. Press, 92A Yale Station, New Haven, CT 06520, ($8.95 softcover--ISBN-0-300-03725-2; $25.00 hardcover---ISBN-0-300-03292-7; plus shipping and handling).
Publication Type: Opinion Papers; Books
Education Level: N/A
Authoring Institution: N/A
IES Cited: ED502502
Note: Published by Yale University Press.