Whose Tracks? A Literature Review of Tracking and Detracking Post–No Child Left Behind

• In Event: AERA Roundtable Session 1
  In Roundtable Session: Leadership and Tracking/Detracking (Table 3)

Abstract

Despite continued vigorous debate about the merits of tracking and detracking, the empirical evidence regarding detracking’s effects on student outcomes remain mixed. The 2001 re-authorization of the Elementary and Secondary Education Act known as No Child Left Behind changed the landscape of education reform, including the discussions about the practice of detracking (Abu El-Haj and Rubin 2009; Carol Corbet Burris et al. 2008). Therefore, this literature review explores detracking and tracking literature, with an emphasis on school leadership and tracking, since 2002 to identify common findings as well as gaps for future researchers.

Authors

• Margaret Thornton, Rowan University

• Shannon Holder, Central Connecticut State University