Detracking the

System of Tracking
A Proposal for Change in
Mathematics Education
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 Who We Are…

Mandy Corbett Allie Gorski Brooklyn Hunt Natasha Jenkins Fatima Hachem

As a group of dedicated educators, we have

discovered that the progression system used to
“track” students towards careers in STEM is
flawed. The Algebra for All movement is
detrimental to student learning. Through our
proposal, we hope to encourage educational
leaders, within a school setting, that multiple

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pathways are needed to develop the

mathematical abilities in all students.
 Table of Contents
Background
● Algebra for All Movement
● Tracking in States
○ Florida
○ Indiana
○ Utah
The Proposal
● Proposed Pathway
● Adaptive Assessments
● Course Selections
● Dynamic Assessment
● Tiered Supports
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Background
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 Algebra for All
The Concept

Encouraging 8th and 9th graders to take Algebra I will

increase the number of students taking higher math courses
in high school and entering the STEM career field (Eddy et
al., 2015).

The Execution

District and/or State legislators require all 8th and 9th graders
to take Algebra I, regardless of history with mathematics
(Eddy et al., 2015; Martin, 2003).
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 Algebra for All
Initial Results Medium-Term Results Long-Term Results

More students taking More students need to Students misplaced in Algebra I

higher level math (Eddy et retake Algebra I (Eddy et can be up to 7 grade levels
behind (Loveless, 2008).
al., 2015; Liang et al., al., 2015).
2013). Students misplaced in Algebra I
Students are less likely to tend to be part of low-income
More students showed show proficiency in algebra households and are Black or
proficiency in Algebra I skills their second year Hispanic (Loveless, 2008; Martin,
(Liang et al., 2013). (Liang et al., 2013). 2003).

Algebra I classes are not

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teaching algebraic content (Eddy

et al., 2015; Loveless, 2008;
Martin, 2003).
 Algebra for All
Our Noticings

Algebra for All is not the solution.

More students are unable to be successful in algebra do to this

movement.

Our Solution

Develop an alternative system that gives students the support to

be successful in Algebra I through ability grouping/tracking.
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 Florida B.E.S.T Standards
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Florida B.E.S.T EOC

 Indiana iSTEP+ Blueprint
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Indiana Algebra I Assessment Blueprint

 Utah Core State Standards
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The
Proposal
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 Proposal Background
We believe a course pathway should be developed based on a
student’s skills and preferences. Students should be given
supports according to their needs and be reassess to allow
changes to their pathways according to their growth.

The pathway will involve 4 main components to ensure that

students are placed in courses that are a best fit for them.

Leveled
Adaptive Dynamic Tiered
Course
Assessments Assessments Supports
Selection
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 Proposed Pathway

Initial
Adaptive Dynamic
Assessment Assessments

Leveled
Course
Selection
Student’s
Learner
Profile
Tiered
Supports
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 Placement
Assessment

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 Proposed Pathway

Initial
Adaptive
Assessment

Student’s
Learner
Profile
Cambium Assessment, Inc. (2020) Figure 25
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 Placement Assessments
Adaptive Learner Profile
The knowledge structure-based
computerized adaptive test provides
feedback regarding how well students
performed on specific skills immediately
after testing with fewer items (Wu et al.,
2012); however, it is not sensitive to the
process of students’ learning. Meaningful
feedbacks that can facilitate learning
effectiveness are timely feedback and
process-oriented feedback (Gabelica,
Van Den Bossche, Segers, & Gijselaers,
2012; Harks, Rakoczy, Hattie, Besser, &
Klieme, 2014; Hattie & Timperley, 2007;
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Parr & Timperley, 2010; Wang, 2011).

International Forum of Educational
Technology & Society (2017) Figure 4
 Course
Selection

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 Proposed Pathway
Foundational
Skills of
Initial
Algebra
Adaptive
Assessment
Algebra I
Leveled Advanced
Course (Honors)
Selection
Student’s Upper Level
Learner Mathematics
Algebra 1
Profile (Grade 8 and
above)

Algebra I
Accelerated
(Honors)
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 Proposed Placement
Adaptive assessment scores and
Learner Profile leads to student
placement.
Adaptive
Assessment Scores

Learner’s Profile
Tier 3
Tier 1A Review Grade Level
Accelerated
Foundational
89% and 50% and
Above below

Tier 2B
Tier 1B Grade
Advanced Level
76% - 88% GenED
Tier 2A
51% - 65%
Grade
Level Parent-Student
GenEd Conference and
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66% - 75%
Student Learning
Plan
 Working Example:
Grade 10 Tsinghua International School
Course options for Grade 10
Students for Grade 11 or 12
Student takes
diagnostic at the Algebra II
beginning of tenth Teacher monitors
grade. Advanced Algebra Applied Math
student performance
II throughout the year.
Pre-Calculus
Teacher has Algebra Students are given a
information about II/Trigonometry survey of which math AP calculus AB or
students’ course they want to BC
performance in Statistics take the next year.
grade 9 math as AP statistics
Teacher will meet
well as a profile of Applied
with students to
student’s interest Mathematics discuss future steps.
and overall
abilities.
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90% of students take at least one AP math course by grade 12.

 Dynamic
Assessments

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 Proposed Pathway

Initial
Adaptive
Assessment
Dynamic
Leveled Assessments
Course
Selection
Student’s
Learner
Profile
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 Dynamic Assessments

Dynamic assessment embeds

intervention within the assessment
procedure. Typically there is a pre-test
(to diagnose the characteristics of the
student), an intervention (to provide
appropriate feedback based on the
student’s characteristics and to help
him or her learn), and then a post-test
(to examine whether the student has
learned the new concept after the
intervention) (Haywood & Lidz, 2007).
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 Leveled
Supports

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 Proposed Pathway

Initial
Adaptive Dynamic
Assessment Assessments

Leveled
Course
Selection
Student’s
Learner
Profile
Tiered
Supports
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 Tiered Support
Tier 3: Tier 2B: Tier 1B:
50% or lower 51% - 65% 76% - 88%
Intervention 1 Intervention 1
Intervention 2 Intervention 2 Intervention 1
Intervention 3 Intervention 3 Intervention 2

Tier 2A: Tier 1A:

66% - 75% 89% and above
Intervention 1
Intervention 2 Intervention 1
Intervention 3 Intervention 2
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 Proposed Pathway

Initial
Adaptive Dynamic
Assessment Assessments

Leveled
Course
Selection
Student’s
Learner
Profile
Tiered
Supports
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 References
Eddy, C. M., Sarah Quebec Fuentes, Ward, E. C., Parker, Y. A., Cooper, S., Jasper, W. A., Mallam, W., M. Alejandra Sorto, &
Wilkerson, T. L. (2015). Unifying the Algebra for All Movement. Journal of Advanced Academics, 26(1), 59–92.
https://doi.org/10.1177/1932202x14562393.

Fiedler, E. D., Lange, R. E., & Winebrenner (2022) In search of reality: Unraveling the myths about tracking, ability
grouping, and the gifted. Roeper Review, 24(3), 108-111. https://doi.org/10.1080/02783190209554142.

Hanselman, P., Domina, T., & Hwang, N. (2022). Educational inequality regimes amid Algebra-for-All: The provision and
allocation of expanding educational opportunities.Social Forces: a scientific medium of social study and interpretation,
100(4), 1722–1751.
https://doi.org/10.1093/sf/soab052.

Legette, K. B., & Kurtz-Costes, B. (2021). Math track placement and reflected classroom appraisals are related to changes in
early adolescents’ math self-concept. Educational Psychology (Dorchester-on-Thames), 41(5), 602–617.
https://doi.org/10.1080/01443410.2020.1760212

Liang, J.-H., Heckman, P. E., & Abedi, J. (2012). What Do the California Standards Test Results Reveal About the Movement
Toward Eighth-Grade Algebra for All? Educational Evaluation and Policy Analysis, 34(3), 328–343.
https://doi.org/10.3102/0162373712443307.

Loveless, T. (2008). The misplaced math student: Lost in eighth-grade algebra. Brown Center on Education Policy at Brookings,
2-14.

Martin, D. B. (2003). Hidden assumptions and unaddressed questions in mathematics for all rhetoric. The Mathematics
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Educator, 13(2), 7-21.

Tomlinson, C. A. (2018). Differentiated Instruction. In Fundamentals of Gifted Education (2nd ed., pp. 279–292). Routledge.
https://doi.org/10.4324/9781315639987-26
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Thank you!
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