Race and the Politics of Access to Advanced Coursework in North Carolina: A Case Study

• In Event: Racialized Tracking: Interrogating the Structures, Culture, and Policies That Produce Inequality

Abstract

Tracking, or ability grouping, separates students often based on perceived academic ability (Oakes, 1985). Research finds racial disparities in lower track placement for Black, Hispanic, and low-income students (Mickelson, 2001; Rogers, 2020). State policies mandating placement criteria could increase access to advanced coursework and reduce harmful effects of tracking. In 2018 and 2019, North Carolina enacted legislation mandating advanced mathematics placement for top-scoring students. Despite this conservative state’s complex school segregation history and a turbulent 2019 legislative session, the policy passed unanimously in 2019. This qualitative case study explores how race and the politics of tracking influenced this policy at key stages of the policy process, providing insights into achieving educational justice and increasing access and equity through policy.

Author

• Constance Clark, Rutgers University - Newark