Identifying Community Perceptions of Detracking in a High-Performing School District

• In Event: "Sensemaking" in Tracked and Detracking Schools by Students and Stakeholders

Abstract

This study examines the perceptions of detracking within a high-performing school district. This study identified the role an assistant principal in successful implementation of detracking. Publicly accessible documents including school board materials and online articles with comments were qualitatively analyzed. This data analysis revealed five themes: the image of rigorous math instruction is more important than student learning, the language of equity is used to justify systemic racism, classism, and ableism, there are major misunderstandings and misconceptions surrounding tracking and detracking, there is no consistent message about tracking and detracking being communicated by site and district administration, and there is a small group within the community who see the systemic issues and want to help build equitable solutions.

Author

• Jack Ballard, San Francisco State University