Detracking for Excellence and Equity

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Ability grouping, leveling systems, and streaming are modern terms for tracking, the practice of sorting students based on test scores and other criteria. In 1987, the Rockville Centre School District in New York recognized that its tracking system led to unequal educational opportunities and exacerbated racial and socioeconomic disparities. School leaders initiated a program to rethink beliefs about intelligence and instruction, aiming to provide all students with access to a rigorous curriculum in diverse classrooms. Authors Carol Corbett Burris and Delia T. Garrity, both experienced in the district, present a research-backed argument for detracking, demonstrating that with careful planning and commitment, it can enhance achievement and reduce the achievement gap across all districts. Their primary objective is to equip educational leaders with effective strategies for implementing and sustaining detracking reforms. Key insights include the necessity and benefits of detracking, methods for garnering support from teachers and parents, curriculum revision strategies, and the establishment of personalized professional development for teachers. This comprehensive approach emphasizes self-reflection, direct action, and vigilant oversight, underscoring that all students deserve access to high-quality education and that enrichment can elevate overall student achievement.