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Uwrt Eip Markup Changes 1
Uwrt Eip Markup Changes 1
Kaitlyn Collins
Malcolm Campbell
UWRT 1103H
28 October 2019
IntroductionFoundation
Walking through an American public school today, you’re likely to see what most people
associate with them: cliques in the cafeteria, classes waiting to hear the final bell to ring, and
teachers trying their best to keep students motivated until the final bell. However, if you
observed an Advanced Placement and a regular class in the same school, you would most likely
think they were being taught in completely different schools. Despite being educated in the same
building, students that are labeled as gifted or take more rigorous courses are more likely to be
given opportunities that will help them achieve success over the rest of their peers. An example
like this is an effect of academic tracking, defined by the National Education Association as “the
practice of grouping children together according to their talents in the classroom.” Tracking can
allow for specialized focus in classrooms so those who learn at different paces can effectively
understand instructions and curriculum from their teachers. Students are usually grouped as early
as elementary school and continue to be on the same “track” until they graduate from high
school; but how are they placed on these tracks? Are all students guaranteed the same education
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and opportunities when placed in different groups? What effects does this have on students’
futures?
Positives/Pros to Tracking
Academic tracking can get receive a bad reputation due to the negative connotation
surrounding it, but some have found beneficial factors to this grouping method. Some people
parents, educators, and more believe that placing students on tracks is the best method to serve
the differing educational needs of all children. If some students struggle more than others, either
more time will have to be used to explain concepts or they may have to put more time and effort
into their studies outside of the classroom. At the same time, another group of students who are
restricted by slower paced courses tend to become bored with the material. This article published
by The Washington Post ends the opinion editorial with a thought-provoking statement: “The
message sent to high-achieving students is that they should hit the pause button on their learning
until other students catch up. In the 21st Century economy, there is not time” (Strauss). This
leads people to believe that students must compromise in their education so their peers can
Another article from The Atlantic discusses new research from the Brookings Institute
who claims that without tracking beginning in eighth-grade math classes, students will not be
able to comprehend higher mathematics (qtd. in Barshay, “When Academic Tracking Benefits”).
Tom Loveless, the author of this study, said “We’re talking about a very rarefied group of
high-achieving kids who are taking the toughest courses and the toughest tests. My point is that
they don’t just get there out of thin air. You need to cultivate talent over time in mathematics.”
He found that states that had higher ratings of tracking correlated to the percentage of students
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passing Advanced Placement (AP) exams; in Utah, they tracked 89 percent of its students in
eighth-grade math, and 70 percent of AP test takers in Utah passed their exam with a 3 or higher.
If students are tracked starting right before high school, they could benefit in the long scheme
term by gaining higher mathematical skills that can assist them through the exams offering
The other study talked about discussed in this article comes from two economists, David
Card and Laura Giuliano, who in March 2016 claiming claim that academic tracking can close
achievement gaps between high-IQ African American and Hispanic children compared to white
children. If these high-achieving minority students were placed in the “gifted” classes, they were
succeeding These minority students placed in gifted courses performed just as well as at the best
schools and continued to do so at least until middle school (Barshay, “When Academic Tracking
Benefits…). (qtd. in Barshay, “When Academic Tracking Benefits”). The researchers also found
that placing these minority children in higher achieving courses showed more growth than
moving a white child to the accelerated course. “We show that minority students have lower
achievement scores than white students with the same cognitive ability, and that placement in a
“gifted” class effectively closes this minority underachievement gap,” the researchers stated. If
educators are challenging all of their students, achievement and learning gaps would most likely
shrink, or better yet, not exist at all. On the other hand, students also have to show the same
motivation and competition for the highest grade to succeed which is usually seen in honors or
gifted classes.
Despite some advantages of tracking, many factors can play into a student’s life and
whether or not he or she is allowed into accelerated courses. The goal of education is to provide
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students with the same base knowledge, but can that be done if every student has different
interests and strengths? A students’ financial and family familial background, mental ability,
race, ethnicity, and standardized testing success are the main components in determining what
course of study they will be placed on, with limited exceptions of change and growth out of
predetermined expectations. It is common to see educators using these descriptions as labels on
students, limiting potential change and growth based on predetermined factors they cannot
change.
Financial Barriers
Depending on where a student lives and how high or low property tax values are, schools
will have students whose families make lower salaries than others. The American Psychological
They found that children who come from lower-SES families are less likely to have access to
experiences that develop fundamental skills as well as information regarding higher education
options. On the other hand, students coming from families earning the highest incomes amounts
are more likely to obtain a bachelor’s degree by 24. Also, they are more likely to succeed in their
career aspirations and are more prepared for their vocational futures due to resources in their
schools and families. If students whose families cannot make higher incomes cannot access
educational resources to help them grow, this could create generational patterns that become
even harder to break. If it was were not for school, some students, especially those with lower
SES, could not gain and grow from an education. If you separate adolescents based on income,
you may eliminate tools opportunities and experiences for growth they would otherwise not
receive if they were not in school, thus limiting what students can learn and accomplish.
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This epidemic is not only happening in the United States; in 2015, 33 countries that teach
content to kids differently based on family income account for one-third of the achievement gaps
shows that the Netherlands has the biggest achievement gap between its students with 58 percent
of inequality contributed by unequal access to math courses. America was a little above average,
reporting with contributing to37 percent of inequality. of the income-based differences in
curriculum. “In every society, we want school to be the great equalizer, to help students
overcome poverty. In effect, this study says that schooling is making things worse,” said William
H. Schmidt of Michigan State University, the lead author of the study in which this data came
from (qtd. in Barshay, “Schools Exacerbate Growing Achievement”). Schmidt believes that all
advanced students should dive deeper into the curriculum instead of taking harder classes to
decrease the achievement gap. The struggle for equal education is could be solved by
international and educational professionals need to going back to the drawing board and viewing
Most Many people think that academic tracking causes academic divides between groups
of people; not only can it do that, but it can also create social cliques and limit academic options
for some students more than others. In a 2015 study published in Remedial and Special
Education, research showcased how academic tracking can create social divides in school
between tracking groups. Researchers took two high schools that used their system of academic
trackingtracks to separate students based on mental capability and disability status and compared
their social networks, . Social networks are defined as “ a tool that provides direct benefits to a
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person or community as he or she utilizes these connections and structures… to achieve desired
outcomes and bring benefits to the community.” “tools providing direct benefits to someone… as
one utilizes these connections, they achieve desired outcomes and bring benefits to a
community.” If a student networks and gains connections with their fellow peers and
community, they are more likely to pursue higher education and achieve a better sense of health
and well-being. When students have access to the same materials and get to collaborate with
each other, they can expand their social activity, and ultimately their social capital.
On the contrary, special education students are usually separated from the rest of their
peers in a more restrictive environment and aren’t given access to challenging curricula or social
settings. Separating students to cater to their needs is important, but are we catering to help with
their success once they walk through those school doors? The study suggests that students can
increase inclusivity while making the transition to high school in ninth grade while they are all
new students in a school with an opportunity to have a fresh academic starton a clean slate. If we
increase the social capital of teenagers with disabilities, they can learn about technology and
opportunities and not let a label hold them back in what they do.
Racial Ties
While researching the harms of tracking, one reason was the most prevalent: a student’s
race plays a beneficial extensive factor in deciding what track they are placed on. The Atlantic
dubs this issue as the “modern day segregation” and believes tracking creates a “school within a
school” in education due to the uneven proportion of students in gifted and talented education
(GATE) programs across the country filled with predominantly white children. In a 2014 report
produced by the Department of Education Office for Civil Rights, African American children
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make up 17 percent of the nation’s total school population, yet less than 10 percent are involved
in GATE. In contrast, if you look at remedial rates, a reported 53 percent of students were
African American (Pirtle). This dilemma is occurring all over the nation and is so intense that the
American Civil Liberties Union (ACLU) had to step into a case in California where 16.3 percent
of the district’s enrollment was African American but only 5.5 percent were in GATE programs.
Due to the long and complicated history of segregation and treatment of African
Americans in the United States, some stipulations have stuck around in education that has
created this barrier between peers. Students who come from “privileged” families are most likely
more available to donate time and money to their child’s school, hire tutors to help their children,
and know how to advocate for their child. Pirtle begins the last paragraph with an impactful
sentence: “The education gap cannot be achieved without closing the racial empathy gap.” Until
we remove stereotypes and give all children access to the same courses or increase rigor in
non-GATE classes, so students are cannot gaining a more equal education.
In the article “Integrating Classrooms and Reducing Academic Tracking,” writer Halley
Potter evaluates the diversity in classrooms and comes up with multiple reasons to increase
equity in schools. She suggests schoolwide enrichment and open/embedded honors are some of
the ways to even the playing field. As nice as it is to have solutions for problems, these do not
come with a formula; each school is a different situation and has to figure out what would work
The Schoolwide Enrichment Model (SEM) was developed by professors at the University
of Connecticut that identifies “gifted behaviors” rather than putting a label of “gifted” or “not
gifted” on a child. In the District of Columbia, schools have used this model to group, not
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on projects. In lieu of pulling students out of the classroom for specialized learning, they can
work with peers of different abilities, backgrounds, and more. This study suggests a gradual
growth of enrichment, specified activities related to student’s interest, to allow everyone to
understand and discuss how this system is important since it allows students to show genuine
interest in topics and could introduce potential hobbies and career options.
Another movement is the concept of “open honors’; this entails any students taking the
same courses, but honors sections complete extra assignments and activities to earn honors
credit. For example, Harvest Collegiate High School in New York City requires all but AP
courses to offer an honors class that they students can apply for, usually via a short statement of
purpose. Students can change their minds up to one month after school starts if need be, but
about 25 percent of the total school population participates in this program. Students perform
tasks outside of school, such as tutoring a peer in English or researching events in history and
can collaborate on projects, events, and club-like meetings with each other. Giving teachers time
to plan the extra honors assignments and progressively build the program one department at a
One of the main, and some might say the main factor in determining a student’s track is
how well they perform on standardized testing, also known as “high stakes testing.” Jason
Giersch, an assistant professor at the University of North Carolina at Charlotte, discusses how
these tests correlate to academic tracking and the danger it poses to schools. He states:
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“Using statewide academic standards and uniform exams, states label stronger
and weaker performers at the student, teacher, and school levels and provide
incentives to raise test scores, especially for the lowest achieving students…
However, the push for consistency in achievement does not mean there is
The main purpose of K-12 education is to prepare students to face the reality of the “real world,”
whether that means college, the workforce, the armed forces, and more. The push for
standardized education and how to measure that followed after the 1983 publication of A Nation
At Risk, a government issued warning to Americans that schools were underperforming and the
economic prospects were not looking good. After that, national legislation like “No Child Left
Behind” and “Race to the Top” that push for high standardized testing scores was passed, hoping
to increase the success of the American education system. Many believe that pushing for high
test scores limits what can be learned and increased retention and teacher shortage rates,
interfering with the true purpose and value of education. When teachers were asked about how
the tests affects their instruction, they emphasized that test procedures play very little role in how
they teach their kids, but they may hold different expectations for those in higher and lower
tracks.
The unsaid bias between tracks has proven to have consequences: students’ test scores in
lower track courses do a worse job at predicting college performance than their peers placed on
the higher track, and they educators feel as if they need to emphasize more on the letter grades
than mastering course material. Teachers who instruct honors students feel like they can let their
students be the guide and go in depth with material while with their regular kids they have to
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lecture and lead more. This study shows that honors adolescents have higher grades in high
school and scores on standardized tests will do well in college while those in less rigorous tracks
should shoot for better overall grades for achievement in college. Giersch ends with the
conclusion that “Standardized tests are too narrow a measure for capturing the broad range of
ConclusionVerdict
Academic tracking was created to help educators specialize in content for a particular
group of children so they could learn best. However, this system of learning has become more
constrained than loose in the past few decades. Students have not been given the chance to
decide what track they want to follow; instead, it is decided on by predetermined factors and
schools educators fear to challenge challenging themselves to give all students the same
opportunities. If we don’t grow out of this pattern, students who takes regular courses might feel
are agreeing this segregation is an issue, the methods in solving it are few and far between. There
is not a universal solution as every classroom and school is different, but an effort to equalize the
preparation for life after K-12 and elimination of stereotypes and preconceived notions can be
made instantly. There cannot be a universal solution as every classroom and school is different,
opportunities, the concept and fundamentals of education will break. By allowing students to
decide their educational path with educator guidance, there is a more equal playing field and it
could possibly limit stereotypes and preconceived notions that previously have held some
students back.
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Works Cited
Barshay, Jill. “Schools Exacerbate the Growing Achievement Gap between Rich and Poor, a
https://hechingerreport.org/schools-exacerbate-the-growing-achievement-gap-between-ric
—-. “When Academic Tracking Benefits Students.” The Atlantic, Atlantic Media Company,
26 Apr. 2016,
https://www.theatlantic.com/education/archive/2016/03/the-upside-of-tracking/475956/.
Fisher, Kim W., and Karrie Shogren. “The Influence of Academic Tracking on Adolescent
Social Networks.” Remedial and Special Education, Hammill Institute on Disabilities, vol.
Giersch, Jason. “Academic Tracking, High-Stakes Tests, and Preparing Students for College:
How Inequality Persists Within Schools.” Educational Policy, SAGE Journals, vol. 32, pp.
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Pirtle, Whitney. “The Other Segregation.” The Atlantic, Atlantic Media Company, 23 Apr.
2019,
https://www.theatlantic.com/education/archive/2019/04/gifted-and-talented-programs-sepa
Potter, Halley. “Integrating Classrooms and Reducing Academic Tracking.” The Century
https://tcf.org/content/report/integrating-classrooms-reducing-academic-tracking-strategies
Strauss, Valerie. “Why Grouping Students by Ability Makes Sense.” The Washington Post,
https://www.washingtonpost.com/news/answer-sheet/wp/2013/06/07/why-grouping-stude