Tracking promotes "dumbed-down," skill-drill, ditto-driven, application-deficient curricula. It contributes to the destruction of student dreams and the production of low student self-esteem. Even when it is not intended, whole-class stratified groupings promote elitism, de facto racism, and classism. These placements can start as early as six weeks into kindergarten; and even though placements supposedly are flexible, they generally are permanent. Once a buzzard, always a buzzard! Furthermore, tracking often results in dull, unimaginative, uninspired teaching, particularly (though by no means solely) where low-track students are concerned (Ackerman P. L. 1996).
Many school districts still practice whole-grade, between-class ability grouping, at least at some levels. In recent years, this practice, known as "tracking" in the United States and "streaming" in Great Britain, again has been scrutinized by researchers. But the debate is not just a scholarly one. Advocates for minorities and exceptional children have questioned both the wisdom and fairness of tracking. For many people, a tracked class is inherently undemocratic and inappropriate in a country that values equality and opportunity for all.
Effects of Ability Grouping
A recent longitudinal study shows the pervasive negative effects of ability grouping for all students. This is analysis of data from the National Longitudinal Study, which provides unusually rich information on ability grouping practices and student outcomes in a nationally representative sample of schools and students.
Research shows that Students in the low track performed significantly less well than did similar low achievers in untracked schools on composite and core-subject achievement tests (reading, mathematics, science, and social studies). Yet there was no consistent corresponding benefit of ability grouping for high or average achievers.
Opportunities to Learn
Students cannot learn what they have not been taught. One of the clearest outcomes of ability grouping at all instructional levels is that students in low-ability groups are.......
