A Case Study of King Middle School: The Symbiosis of Heterogeneous Grouping and Multicultural Education

Abstract

Advocates of heterogeneous grouping, or detracking, have argued that it is likely to be well complemented by a multicultural curriculum (Oakes & Wells, 1995). Conversely, advocates of multicultural education have discussed the need for a reduction in tracking in order to meet the goals of this comprehensive reform (Banks, 1995; Gollnick & Chin, 1986; Sleeter & Grant, 1994). At King Middle School, a racially mixed urban school, educators have recognized the symbiosis of heterogeneous grouping and multicultural education. The implementation of these two reforms in tandem has contributed to King's success in offering a quality education to all students. King's organizational structure and curricular and instructional strategies complement and reinforce both heterogeneous grouping and multicultural education. Because heterogeneous grouping and multicultural education often become politically charged, King applies specific coping strategies for dealing with such pressures.