Toward More Equitable Education: Teachers’ Perspectives on “Successful” Detracked Classrooms

• In Event: Teacher Perspectives on English Language Learners and Diverse Learners: Translations of Theory Into Classroom Practices

Abstract

Detracking reforms seek to remedy societal inequality in educational opportunities and outcomes. A considerable body of research supports detracking reforms, yet a substantial amount of research highlights shortcomings of detracking in practice. Drawing upon this body of literature in addition to theories of prejudice, and cultural production, this qualitative study utilizes teacher interviews with a grounded theory approach to explore teacher perspectives in ‘successful’ detracked classroom. Building on lessons learned from research, the author proposes a multifaceted framework for improving the equity of educational opportunities in detracked classrooms.

Author

• Craig Bruno, University of Washington