Beyond Tracking and Detracking: How Successful Schools Meet the Mathematical Needs of Diverse Student Populations

• In Event: AERA Roundtable Session Wednesday 12:40 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Instructional Practices in Mathematics (Table 2)

Abstract

When constructing their mathematics programs, secondary schools are challenged with addressing the diverse demands of their students. Historically, these demands have been addressed via tracking. However, class and racial inequities are persistent in tracked programs, leading to a push for schools to de-track their mathematics programs. Detracking a mathematics program, however, does not in of itself address the demands of a diverse student population. In this proposal, we illustrate how three schools with documented success serving minoritized students address the mathematical needs of their student populations. Common elements of all three schools’ programs include a unified college-preparatory baseline track, large investments into academic support, and opportunities for students to advance beyond the baseline track with attention toward equity and access.

Authors

• Ryan Gabriel Aniceto, San Diego State University

• Charles E. Wilkes, University of California - Davis

• William C. Zahner, San Diego State University