Tracking

The Rise and Fall of Tracking

Educational tracking began as a response to the expansion of educational opportunities and changing immigration patterns in the early 20th century. The increasing diversity of the student population in language, ability, and expectations led educators to institute the practice as a way to meet the needs of all students. Tracking, in its original form, functioned as a strict assignment to a course of study, generally based on the results of IQ tests or standardized tests. Within this system, some students received an academic education that prepared them for college. Others received a general education in preparation for employment directly after high school. Finally, the vocational track provided students with trade skills and did not contain an academic component.

The practice of assigning students to isolated educational tracks began to disappear in the 1950s and 1960s. During this time, the high school population increased in size. This change led to the development of large, comprehensive high schools and more options for elective courses. Under this system, students gained opportunities to shape their educational trajectories, and the strict system of tracking began to weaken. Schools also began to place more emphasis on academic achievement and attending college, and this new focus highlighted the importance of offering all students an academic curriculum. The system of tracking students into rigid courses of study began to evolve into a system of stratified academic curriculum for all students.

Tracking Today

The current form that tracking has taken in high schools in the United States reflects this focus on academics. All students are required to take courses in English, mathematics, social studies, and science. Within some, and perhaps all, of these subjects, students are grouped by ability. The curriculum generally includes advanced, honors, regular, and basic courses in academic subjects, but this may vary depending on the size of the school.

Contemporary proponents of tracking believe that schools must group students by ability to offer all students appropriate educational opportunities. Critics counter that students in different ability group levels do not receive the same quality and quantity of instruction. Scholars who have examined achievement test score gains for students across ability groups consistently support this contention. These scholars find that, after controlling for previous test scores, students in higher ability groups demonstrate more academic gains than do students in lower ability groups.

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