Getting Our Schools on Track: Is Detracking Really the Answer?

Tracking or the separation of students by ability and curriculum has enjoyed a long and controversial history in elementary and secondary schooling throughout the United States. Opponents of this structure contend that tracking impacts negatively on the self-concept of lower-tracked students, limits such students opportunity to learn. Also, it is believed that tracking perpetuates the existing social class structure. Proponents of tracking believe that tracking is a unique means of individualizing instruction. As concerns over test scores and functional literacy continue to grow, the practice of tracking has become increasingly controversial. Several educational and child-advocacy organizations have recommended the elimination of tracking. There are states, which have called for the establishment of classes with a common curriculum, and stressing de-tracking. The question is: Is de-tracking really the answer? This article questions whether de-tracking in the schools can achieve greater equity and excellence in terms of students' performance. The article also identifies and explores the strengths and weaknesses of the various types of tracking, and suggests that some forms of tracking may be better suited for educating students and achieving excellence in education. Finally, this article offers policy implications emerging from research findings as a means of enhancing equity and academic achievement in the schools.