The practice of tracking is nearly omnipresent in the American education system as it is today. Tracking is the practice of separating students into different classes based on academic ability. While many schools may report that they do not use tracking, the majority of teachers admit that they group students within classrooms by ability, which is a milder version of tracking. The problem with tracking is that it exacerbates the achievement gap because minority students are disproportionately placed in lower tracks.
Tracking and ability grouping are usually utilized in the subjects of reading and math. According to NAEP data, in 2009, when teachers were asked on what basis they create instructional groups in school, a remarkable 71% of students were placed in groups based on ability for reading instruction. The NAEP data also showed that in the same year, 54% of students were ability grouped for math instruction. As for the practice of tracking itself, data from NAEP showed that in 2011 that 76% of students in the 8th grade were subject to tracking. (To explore this data more, see here). It is evident that tracking and ability grouping are fairly standard in American schools.
The fact that tracking is so common is problematic. Some may argue that tracking is beneficial for students for a myriad of reasons. Although tracking may have some merits, tracking as it is today acts as a modern form of segregation that systemically places minority students at a disadvantage. Tracking contributes to the achievement gap between white and minority students. It does this by placing disproportionately placing minority in lower track classes. One school district in New Jersey in particular exemplifies this problem. In the South Orange Maplewood school district, 38% of the students are black and 49% are white. However, only 11.6% of black students are enrolled in upper math classes, as opposed to 73.2% of white students.
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This trend is also evident nationwide. Research shows that in 2012, Black and Latino students combined made up 37% of all students enrolled in high school. Yet, Black and Latino students only made up 20% of all students taking calculus, the most advanced stage of math offered to high school students. Since getting to the highest level of math in high school requires being placed on the high math track by at least the start of high school, and many minority students are not reaching this point, it is evident that minority students are not being treated fairly in the tracking system.
Placement in the lower track contributes to the achievement gap because it holds back these students. For example, calculus is essentially a prerequisite to admission at top tier schools in the United States (see research here). This means that by the time students enter high school, if they are not on track to complete calculus by senior year on a regular schedule, then they are already at a disadvantage when it comes to college admissions. Experiencing disadvantages in the college admissions is just one of numerous negative impacts tracking can have on minority students.
Post by: Grace Connolly