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Session Type: Symposium
Despite decades of research indicating that tracking profoundly affects students’ experiences, opportunities, and outcomes, these sorting practices persist across all levels of education. The negative consequences of tracking are well documented and include the widening of class-based inequality as well as what some call “second-generation segregation”— the result of racialized tracking within secondary schools (Tyson, 2013). This session aims to thread new questions on this aged academic issue throughout the life course of education – from the earliest years of primary education, through high school, and into higher education. Collectively, the panel provides diverse theoretical and methodological approaches to the study of tracking, challenging commonly held perceptions of this practice while reaffirming the persistence of a troubled past.
The Evolution of Ability Grouping and Learning Behaviors in the Early Primary Grades - Marshall Jean, Institute for Policy Research - Northwestern University
"Branching Off": A Case Study of Ability Grouping Among Black Students - Alecia Smith, University of North Carolina - Chapel Hill
High School Vocational Education and the Transition to Adulthood - Alexis Gable, Northwestern University; Lynn Meissner, Northwestern University; Caitlin Ahearn, Northwestern University; James E. Rosenbaum, Northwestern University
"The Blind Leading the Blind": Tracking, Friendship Segregation, and College Information - Megan M. Holland, University at Buffalo SUNY
Familiar Perils and Rising Parallels: Tracking in Postsecondary Education - Amy Elizabeth Stich, Northern Illinois University