Getting on track: aligning the achievement gap conversation with ethical educational practice

ABSTRACT

Research developments on tracking as an educational practice have led to a renewed need to investigate the ways it is conceptualized and operationalized. This article addresses the educational practice of tracking, how it impacts K-12 achievement, its potential for exacerbating inequities, and the ethics of separating students within intellectual spaces. The purpose is to illuminate the common practice of tracking and associated effects through a critical race lens. Research on tracking informs us of the deleterious effects for and on African American students, who comprise the largest population in lower track classes. The findings also shed light on why African American students attend school at the same rate or higher, yet remain the least prepared among their similarly situated peers, for higher educational opportunities. Because the achievement and opportunity gaps remain deeply entrenched in U.S. schooling, student experience, law, policy, ethics, teacher quality and curriculum access, are considered concurrently. The evidence supports the need for detracking policies to improve the equitable distribution and overall levels of student well-being and academic achievement.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Karen Stansberry Beard

Karen Stansberry Beard, PhD, is an Assistant Professor of Educational Administration and Educational Policy Affiliate in the Department of Educational Studies, The Ohio State University.