History of Tracking
Tracking and its various modifications is among the predominant organizing practices of American public schools, and has been an accepted feature in the country's schools for nearly a century. Coming into use at a time when schools were enrolling growing numbers of immigrant children as the result of compulsory schooling laws, tracking was adopted as a means of sorting those children viewed as having limited preparation or capacity for schooling from native children. Unfortunately, however, tracking quickly took on the appearance of internal segregation.
The types of tracks have changed over the years. Traditionally, there were academic, general, and vocational tracks, identified by the kind of preparation they provide. By the 1920s, some schools had developed up to eight distinctly labeled tracks that represented particular curricular programs that reflected as assessment of students’ probable social and vocational futures. Many secondary schools now base track levels on course difficulty, with tracks such as basic, honors, or college-prep. Primary schools might track in terms of high, average, or lower ability. As noted by Oakes and Martin, "school policies determine three structural qualities of the tracking system: extensiveness (the number of subjects tracked and the type of distinct curricula offered); specificity (the number of track levels offered); and flexibility (whether students move from one track to another)". Although, in theory, track assignment is based on academic ability, other factors often influence placement.
Read more about this topic: Tracking (education)
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