Exclusionary Practices and Detracked Learning Environments: A Case Study.Report as inadecuate




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Using a case study of four schools at which tracking has been eliminated (detracked schools), this paper provides empirical data that examines the effect of detracking on academic achievement. In the four study schools in a Virginia city, detracking was not a result of planning and deliberation, but a pragmatic byproduct of each school's size. Faced with declining test scores and a high dropout rate, the school system established four focus schools, each centered around a theme, on the site of a former junior high school. Each school began with only a 9th and 10th grade, or in one case, with only a 9th grade, with plans to add a grade per year. Faculty members were interviewed, classroom observations were conducted, and year-end academic and attendance data were analyzed. Data point to a fairly direct correlation between a faculty's explicit acknowledgment and acceptance of a detracked environment and subsequent social and academic enhancement. Detracking in and of itself did not promote enhanced academic achievement. When a school ignored or marginalized issues of inclusion, equity, and high expectations for all, exclusionary practices were found in detracked learning environments. The structure of detracking was found to be a necessary, but not sufficient, condition for facilitating equity and achievement. (Contains 6 figures and 38 references.) (SLD)

Descriptors: Academic Achievement, Case Studies, Equal Education, High Schools, Inclusive Schools, Minority Groups, Secondary School Teachers, Student Placement, Teaching Methods, Track System (Education)











Author: Butin, Dan W.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=5554&id=ED433387







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