Participant assessment of a reduction in tracking in high school social studies

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Victoria Feimster Ratchford (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
Dale L. Brubaker

Abstract: The tracking controversy revolves around the issues: (1) how to organize students for academic achievement, and (2) how to provide an equitable curricular organization. Tracking proponents claim that the system facilitates academic achievement; opponents claim that it is inequitable. Courts have ruled tracking to be illegal (Hobson v.Hansen. 1967), but have been more lenient as time has passed since the Brown (1954) decision. The traditional theory of tracking holds that the practice facilitates academic achievement for all groups. The divergent theory holds that tracking affects different groups differently. Most researchers find that tracking slightly benefits the high-ability group and penalizes the low-ability group (Rosenbaum, 1976; Gamoran, 1987; Oakes, 1982,1985). Slavin (1990) found there was no achievement gain or loss for tracking at the high school level. Braddock and Slavin (1992) found negative effects of grouping for all students. Rowan-Salisbury Schools, Salisbury, North Carolina, attempted to reduce tracking by eliminating the accelerated track in the high school social studies curriculum for the 1991 -92 school year.

Additional Information

Language: English
Date: 1993
Track system (Education) $x Evaluation
Social sciences $x Study and teaching (Secondary) $z North Carolina

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