At South Side High School in Rockville Centre, New York, detracking across all subjects led to huge growth in the number of students who attained Regents diplomas. The rate at which black and Latino students attained the Regents diploma jumped from 32% in 2000—when detracking had just gotten underway—to 98% in 2009. The rate for white and Asian students also rose, from 88% in 2000 to 100% in 2009. What would happen if a school eliminated the “tracks” that rank students based on their perceived intellectual abilities? Would low-achieving students fall behind and become frustrated? Would their higher-achieving peers suffer from a “watered-down” curriculum? Or is tracking itself the problem? Carol Corbett Burris examines these questions in On the Same Track.
Posted on: Wed, 07 May 2014 15:00:19 +0000
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