This document discusses the positives and negatives of tracking students by ability level in schools. It summarizes several studies that have investigated the impact of tracking on student achievement and teacher motivation. One study in Kenya found that tracking improved test scores and teacher attendance, while a Massachusetts study found slightly more advanced students in tracked math programs. However, other research has shown tracking may negatively impact the self-esteem of lower-tracked students and not provide benefits to higher-achieving students. Overall, the document concludes that both tracking and detracking systems have benefits and disadvantages, and more research is still needed.

1. Tracking: Investigating the Positives and Negatives Nick Glab & Jed StuartEDUC 246The George Washington University

2. To Track or Not to Track? What is tracking? Began in mid-19th century Extensive research since the ‘90s on the effects of tracking and de-tracking

3. Major benefits of Tracking Homogenous groups make teaching easier Increases student achievement for both high and low tracked groups Increased teacher motivation Tracking does not have a negative impact on self-esteem or self-concept of subject matter

4. Tracking Study in Kenya Sample of 10,000 first-grade students in 121 schools Each class was given an additional teacher to split the class in two 60 schools remained non-tracking schools 61 schools were made to be tracking schools Lasted 18 months

5. Results of Kenyan Studyon Student Achievement Test scores in tracking schools were higher Both the high and low groups showed similar growth Students benefit from homogeneity The positive effects of tracking lasted for years

6. Results of Kenyan studyon Teacher Motivation Teacher attendance rate was 9.6% better in tracked schools Heterogeneous grouping forces teachers to cover more material Teachers are easily burned out

7. Tracking in Massachusetts Middle Schools Study of high-achievers in tracked and non-tracked schools Collected questionnaires on tracking from 128 principals Examined data from Massachusetts Comprehensive Assessment System (MCAS) Are there more “advanced” students at tracked schools?

8. Results from Massachusetts Study 6% more advanced students in tracked math programs 3% more scored advanced considering SES Every math track added increases advanced students by 3% The opposite is true for detracking classes

9. Study of Seventh-Grade Math Tracking Survey of 173 students Self-esteem versus self- concept How do student compare themselves? Within-track comparison versus across-track comparison Impact of grades?

10. Results of Math Study on Self-esteem and Self worth Students compare UP Students compare more within track Grades impact self-concept more than tracking Lower track = lower grades

11. American Education Equal opportunity? Civil Rights Movement Goals of education Democracy Active citizen wsaq.net

12. How are students placed into tracks? “Less advantaged children are twice as likely to be held back in school and often fail to complete their education and educational psychologists have identified the role of teacher expectations and instructional prejudices to help explain documented educational gaps. Rist notes that kindergarten reading groups are formed within the first few days of each term and that placements are influenced by student dress, vocabulary, and racial differences. Social class is also a factor in teacher expectations in studies conducted by Persell and Oakes (Ansalone & Biafora 2004).”

13. Effects of Tracking on Performance A study by Hanushek and Woessmann (2005) compares performance in students tracked at a young age across different countries Greatest impact on lower achieving students No benefit for higher achieving students See figure 2 on next slide

15. Effects of Classifying Fitting in Self-esteem/confidence A lasting effect

16. Why is tracking still socommon in schools? Majority of schools have tracking Influences of a social hierarchy Superintendent and teacher influence

17. Advantages of De-tracking Heterogeneous classrooms “realworld Diversity In a study of teacher opinions by Ansalone and Biafora, more than 75% of teachers thought that slower students should be taught in a classroom with brighter students, so that they can learn from one another (Ansalone and Biafora, 2009).

18. Conclusion Tracking and detracking both have their benefits Needs to be right fit More research!

19. References Ansalone, G. and Biafora, F. (2004). Elementary school teachers’ perceptions and attitudes to the educational structure of tracking. Education. Mobile, AL: Project Innovation. Chiu, D., Beru, Y., & Watley, E. (2008). Influences of math tracking on seventh-grade students’ self-beliefs and social comparisons. Journal of Educational Research. 102, 125-136. Duflo, E., Dupas, P., Kremer, M. (2009). Can tracking improve learning? Education Next, v9, n3, 64-70. Retrieved January 24, 2010 from Academic Search Premier database. El-Haj, T. R. A. and Rubin, B.C. (2009). Realizing equity-minded aspirations of detracking and inclusion: toward capacity oriented framework for teacher education. Malden, MA: Wiley Periodicals. Hanushek, E.A. and Woessmann, L. (2005). Does educational tracking affect performance and inequality: Differences in differences across countries. CESifo. International Education Performance. Loveless, T. (2009). Tracking and detracking: high achievers in massachusetts public schools. Thomas B. Fordham Institute Lucas, S.R. (1999). Tracking inequality: Stratification and mobility in american high schools. New York: Teacher College Press.