Essays

Between-class ability grouping, which is the practice of lumpingchildren together in separate classes according to their talentsand ability level, is ineffective according to many researchstudies. Research findings claim that, although ability groupingmay have slight benefits for students who are assigned tohigh track classes, these benefits are balanced by losses forstudents who are assigned to low-tracked classes. Pullingstudents into low-tracked classes is damaging for a few reasonsFirst, these students are not or are only exposed to a fewpositive role models. Also, many teachers do not enjoy teachinglow tracked classes and have low expectations of their students.

Research has also found that lower track classes' qualityof instruction is lower than that of middle or high trackedclasses. Tracking therefore unfairly creates unequalopportunities for academic achievement. One of the mostharmful effects of tracking is the label a student in a low trackis given.

Opponents of tracking fear that the labels students aregiven early on stay with them as they move from grade tograde. It has a stigmatizing effect on those students and reducestheir self-esteem. Research shows that tracking is ineffective;however, schools continue to use this practice. Why wouldschools continue to use tracking if it is obviously harmful andintellective? Tracking proponents claim that it is easier to teachrelatively homogeneous classes. They also claim that it isunrealistic to expect everyone to master the same curriculum.They say that students are more comfortable and learn betterwhen they are tracked. They also claim that tracking letsteachers adapt instruction according to the students' needs.

Also, tracking seems to be beneficial for high tracked students and why would parents or teachers want gifted and  high achieving students to be slowed down (as they perceiveit) in order to accommodate low tracked students? These arethe reasons why tracking, although proven ineffective,continuesto be used. There are alternatives to tracking.Untracking recommendations focus on having students in mixed ability groups and holding them to high standards butproviding in, my ways for them to reach those standards, including extra assistance for students who are having difficulties keeping up. Ability grouping for certain subjects, cooperative learning and project-based learning arealternatives to tracking.

An example of .in ability group is regrouping. Studentsthat arc in mixed ability classes have separate math or readingclasses based on their ability and performance level. A regrouping method is the Joplin plan that groups studentsacross grade lines for instruction of a subject. Anotheralternative to tracking is nongraded programs, also known ascross-age grouping programs. This type of program combinesstudents of different ages in the same class. Another alternativeto tracking is within-class ability grouping.

This lets teachers divide their students into groups andhave each group work at different points and rates. Usingsmall group’s enables a teacher to tailor curricula and teachingfor the needs of the students. Cooperative learning is anotheralternative to tracking. Students work in small groupscollaboratively on classroom projects. All students learn thesame course work together and share responsibility for theirgroup's success. Cooperative learning emphasizes activeinteraction between students with varying abilities andbackgrounds. It is a beneficial alternative to tracking. Althoughtracking still remains a widely used method for dealing withstudent diversity, there are alternatives and hopefully theywill be implemented successfully in schools across the nation.