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ERIC Number: ED355515
Record Type: Non-Journal
Publication Date: 1993
Pages: 16
Abstractor: N/A
Reference Count: N/A
The Culture of Detracking: How One School District Prepared To Detrack Its English Program.
Sanacore, Joseph
One of the most undemocratic, destructive forces in education today is the tracking of students in high schools, as a great deal of research suggests. Schools that have successfully detracked instruction demonstrate similar characteristics. After careful preparatory efforts were made (including forming a study group), a high school in Long Island (New York) undertook to detrack its English program in the context of these research findings. Five important characteristics comprised the preparatory efforts for the final shift to detracking. First, educators confronted powerful norms that support tracking. Secondly, educators realized that effective change must be comprehensive, so that the changes must affect other dimensions of the school such as concept-based curriculum, instructional perspectives, students with special needs, and assessment. Third, educators were encouraged to promote inquiry and experimentation, including open dialogue in workshop sessions with parents and colleagues. Fourth, the roles of both teachers and administrators had to change. Finally, the leadership had to be totally committed to sustaining the preparatory efforts described and making the jump to a detracked English program. Such preparation for detracking seems time-consuming and unnecessary, but experience and research indicate that successful change can best result from such preparation, and that profound changes like detracking take time, flexibility, and wisdom. (HB)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A