Tracking Myself: African American High School Students Talk About the Effects of Curricular Differentiation

Abstract

Research on the merit of school tracking policies has long been at the center of heated educational debate. Unfortunately, while the trend in studies looking at tracking in schools has continued, the student perspective has been underutilized in much of this previous research. Recently, however, there has been a surge in research that focuses on the benefits of student-centered research This research recognizes the legitimacy of student perspectives in reform efforts. This paper focuses on the student perspectives in a qualitative project with seven black students to understand the insights and contributions they have for school leaders. Findings revealed that students can contribute nuanced perspectives on complex educational reform issues, such as tracking, and provide powerful insights that should be considered in school reform conversations.

Determining Who Is Worthy: Stakeholder Perspectives on a District’s De-Leveling Initiatives

“…At the same time, considering the role of students in selecting their own courses is necessary. Within schooling’s organizational context, students’ sense of identity—as students and in the context of their peer group—influences their aspirations and interests (Stanley & Chambers, 2018). Even when structural aspects of tracking are removed, students who have been in lower tracks likely have “tracked aspirations” (Yonezawa et al, 2002, p. 50).…”

Using Social Justice Leadership Theory to Contextualize Detracking in the COVID-19 Era

“…Establishing An Understanding of Tracking and Detracking. Exactly who defines student ability and sorts students into tracks varies from school to school, but tracking often breaks down along lines of race and socioeconomic background rather than students' actual skills in a given subject (Chambers, 2009;Modica, 2015;Oakes, 2005;Stanley & Chambers, 2018). Understanding the historical context of tracking can help place the policy in appropriate conversation with school leaders' attempts to undo the mismatch of student ability and student class placement (Hirschl & Smith, 2023;Oakes & Guiton, 1995).…”

Moving Beyond Equal Access: Detracking a High School’s Mathematics Program

“…These students have not historically had opportunities to study mathematics with teachers who have the content and pedagogical expertise needed to support the development of their mathematical reasoning through problem solving (Kitchen et al, 2007;Leonard & Martin, 2013;Martin, 2013). Students of color face systemic barriers of access while also having to contend with deficit stereotypes about their ability to thrive in advanced mathematics courses (Stanley & Chambers, 2018).…”