Where Do We Go From Here? The Persistence of Tracking and the Potential for Reform

• In Event: 45.052 - Classrooms, Tracks, and Programs: Curricular Locations and Their Consequence

Abstract

Despite a century of criticism, within-class ability grouping and between-class tracking remain common features of American education, and have even increased in popularity in recent years. We consider why these practices continue to be used and difficulties educators encounter with alternatives. We review evidence for the harms that can be caused by grouping (particularly to those assigned to low groups) and explore six mechanism through which these harms can occur - instructional differences, peer effects, Big-Fish-Little-Pond effects, teacher expectations, and teacher sorting. Finally, we call attention to promising reforms to help mitigate those harms based on existing evidence and theory, focusing on those that require only modest reallocations or investments of additional resources.

Authors

• Marshall Jean, University of Chicago

• James E. Rosenbaum, Northwestern University