Since 1900 and the influx of immigrant population and enrollment of immigrant children, ability grouping tracking is used to sort the students in U.S. public schools. Based on education acts and compulsory education laws, immigrant students have been placed into different ability groupings based on their academic performance, age, and language skills to scaffold their education and provide additional support; but later this grouping tracking turned into de facto tracking that segregated the students and put them into different career paths.

Evidence suggests that race, gender, ethnicity, socioeconomic, and social background matter in track placement, which is the important and complex process in attaining education. Students from high socioeconomic status enter into advanced tracks versus their low socioeconomic counterparts. Recent research findings concerning track mobility indicate ...