Changes to Instructional Practices in the Detracked High School Classroom

• In Event: 67.064 - New Perspectives on Tracking and Detracking From Stakeholders in Schools

Abstract

This qualitative study focuses on teachers’ experiences of detracking in a high school setting. The study analyzed the instructional changes teachers made to their classrooms when transitioning to being detracked. The study found teachers were only making surface level instructional changes. They expressed this was due to poor PD and already having a rigorous curriculum. This research is significant because it serves to illuminate the need for professional development to guide teacher sensemaking of detracking and allow for deeper and more thoughtfully integrated curricular changes to foster equity and access in the classroom.

Author

• Shannon Holder, Central Connecticut State University