Tracking to many seems to be an intuitively sensible idea. They would argue that it creates classes with a harmonious academic level. Thus, it prevents lower achieving kids from “dragging down” higher achieving ones and allows teachers to have dedicated classes to give support to struggling students. Rather than placing all children into a one size fits all approach proponents of it would argue that it puts students in a classroom personalized to meet their needs.
However, tracking is seriously flawed, ultimately serving to broaden the achievement gap between wealthy students and their underrepresented peers.
Dr. William Mathis, managing director of the National Education Policy Center, housed at the University of Colorado Boulder School of Education stresses that “tracking stratifies students by race and by parental wealth” as “the parents who are able to secure high-track placement for their children are disproportionately likely to be white, well-educated and politically vocal.” At the same time tracking disproportionately places minorities and low-income students into lowered tracked classes where they face concrete harm as according to Mathis these classes “tend to have watered-down curriculum, less-experienced teachers, lowered expectations, more discipline problems, and less-engaging lessons.”
Tracking causes even more harm though in STEM as it disproportionately prevents minorities and low-income students from taking Algebra 1. In 2021 for example, the Civil Rights Data Collection Office found that out of the over 900,000 students enrolled in Algebra 1 52% were white while only 10% were black. If students don’t take Algebra 1 in 8th grade, there are devastating consequences for those seeking a career in STEM. Without Algebra 1 in 8th grade, it’s practically impossible for a student to take the most advanced math classes in high school as they simply won’t have enough time to catch up. Getting access to the most advanced courses is a significant edge, and so long as tracking disproportionately pushes black students out of Algebra 1, it will further the achievement gap in STEM.
Read More:
Civil Rights Data | U.S. Department of Education
Research Overwhelmingly Counsels an End to Tracking | National Education Policy Center
Evidence-Based Practices for Algebra 1 Access, Placement, and Success – EdResearch for Action.