Examines the historical, political, and economic context of differentiated schooling. Argues that tracking perpetuates inequality. Evaluates the influence on education of the politics of economic scarcity, social conservatism, and assumptions about abilities and the role of schools in providing equal opportunity. (KH)

Briefly sketches some of the circumstances and beliefs that led to the institution of tracking for managing student diversity. Suggests how these social, political, and historical factors can continue to sustain deleterious tracking practices. Offers some promising directions for altering ability grouping and tracking. (PS)

Responds to Maureen Hallinan's review of research and recommendations regarding grouping students for instructional purposes. Contends that ability grouping is much more than an administrative practice. Concludes that the school's normative, social, and political climate should be the object of reform. (CFR)

Results of the "A Study of Schooling" survey indicate that the practice of tracking in secondary schools makes it difficult for schools to achieve either academic excellence or equality of educational opportunities. Tracking, furthermore, forces schools to perpetuate social and economic inequalities. Eight footnotes are appended. (IW)