Detracking, Is it really better than tracking?

Detracking became a popular educational tactic because tracking promoted segregation of both students and also minorities from the majority. Detracking began being implemented in hopes to close the achievement gap and move minority students up to par with the advanced track (Burris & Welner, 2005). Detracking is a way for all students to work together and learn from each other, no matter what the ability level. Although closing the achievement gap would be ideal, detracking has not demonstrated it is the best way to do that. Like tracking, detracking has both positive and negatives results that follow. Case Studies: Jeannie Oakes and Amy S. Wells (1998) study of detracking in schools shows some positive aspects that come from detracking. Mainly the study focuses on how the lower track children get more of a chance. Detracking integrated the classrooms and gave everyone the same curriculum. A teacher explained how low track students suddenly felt like they had a chance and people had hope in them. The problem is there are obsicles for low track students to get around. Another case study was completed by Susan Yonezawa, Amy Wells and Irene Serna (2002) which concentrates on the limited availability for low track students, even with detracking. In this study, when courses were opened up to all students, there were still prerequisites that forbid low track students to take the class. For example, a teacher expressed that all students were welcome in her honors math class, but only if a student had taken both Algebra 1 and Geometry. With detracking also comes cultural and racial boundary problems. Although classes are integrated, within the classroom there are still boundaries. One student quoted about being in an honors class, I was swearing because I was like, "Oh man, I don't even belong in here," because it was like 30 Caucasian kids and one African student. I felt like I had to prove myself and prove that Blacks aren't stupid, (Yonezawa, Wells, & Serna, 2002). Detracking seems to be the solution to solving the inequality of tracking, but it does not get to the heart of social issues. Maybe starting detracking at a younger age instead of high school would allow students to integrate classes without feeling the constraints of racial boundaries.