Tracking & Ability Grouping

Why Tracking Persists?

• Commonplace – status quo

 

• Many teachers prefer less variance in groups when teaching students

 

• The data used to sort and track students is considered reliable

 

• Thought is that sorting and tracking increase effectiveness of instruction and learning

 

 

Negative Impact of Tracking: Castejon (2015); Datnow (2018); Hettleman (2019); Oakes (1996); Slavin (1987)

 

• Reading tracking ineffective (0.00 effect size)

 

• Math tracking  ineffective (0.02 effect size)

 

• All evidence indicates it does not work and causes serious harm to students tracked in “low groups”

 

• Reduces student motivation

 

• Low-tracking reduces student self-esteem, self efficacy, and creates self-perception of failure that can persist a lifetime – “I’m not good in math”

 

• Creates a negative perception from teacher regarding student ability

 

• Low track classes often “work-sheet” oriented and “deadening” compared to higher tracked sections

 

• Ability grouping fosters friend relationships within group which is problematic for “low students”

 

• Low track students can be alienated from school – feel “less than”

 

• Low tracking groups have fewer intellectual challenges, less engaging, and less supportive instruction

 

• Instruction is often: “find out what they can’t do, and do more of it slower”

 

• Low track sections often become “holding tanks”

 

• Tracking guarantees unfair distribution of privilege – High SES students most often in high track sections

 

• Students of average ability from advantaged families are more likely to be assigned higher tracks because of actions of parents – some parents “work the schools” more effectively

 

• Tracking can increase divisions along class, race and ethnic lines

 

• Tracking uses questionable data to make tracking decisions

 

• Low tracked sections typically are more fragmented, less engaging, and taught by fewer well-trained teachers

 

• Aides (and not teachers) often work with low-tracked students

 

• Expectations are clear for students in low-tracked sections: they are not learning and need to be fixed

 

• Few students “graduate” out of low tracks … it does not work to accelerate learning –

 

 

How to “Detrack”? Detracting.com Link

• Help staff understand the evidence-based research on tracking – create “cognitive tension” as they work through the information

 

• Allow time for “unlearning”… has it worked in the past? Are the results the same year-after-year? Does it accelerate learning and achievement?

 

• Refocus school and teachers on  focusing on student strengths (and less on their deficits); provide all students with the same accelerated and active curriculum

 

• Utilize small group learning frequently but with heterogenous groupings

 

• Teach students how to work in small group; foster cooperative learning; peer learning and dyads

 

• Rely on technology and software programs when individualizing instruction based on needs and deficits – not in small group instructional settings