The Importance Of Tracking In Education

In this analysis, I propose that my observation of the inequality of tracking in the classroom I observed and the placement of “N” in that classroom confirms Oakes’ argument that tracking leads to educational inequality as said in her work, “Beyond Tracking”. First, I will give an account of the unfair and unequal event. Next, I will analyze Oakes’ argument and relate it to the classroom I observed. Finally, I will propose reforms that could help prevent this situation from happening again in future classrooms. Oakes argues that the practice of tracking students leads to educational inequality. Oakes defines tracking as, “the result of a curriculum differentiated by tracks leading to further education for some, industrial work for others”

Tracking leads to many disparities between students and possibly feelings of inferiority. “By tracking, schools send a message that some children are gifted, bright, and academic and that others are average, slow, or vocational” (Oakes, 1986, 34). By beginning these tracking practices in elementary school, it “leads to differences in classroom experiences that ted to increase differences among students in achievement, attitudes and interests” (Oakes, 1986, 34). In the case of “N,” these feelings of inferiority may follow her for her whole life. By tracking students, schools are essentially setting students up for either success or failure. By beginning these practices at such a young age, schools are setting the path that these students will likely be on for the rest of their lives as it is very unlikely for students to rise in these programs. It is more likely that they will be lowered into a lesser program. As said by Oakes, “few students…can defy the expectations” (Oakes, 1986, 34). Unfortunately, it is unlikely that “N” will be in a gifted program again after her performance this year, and it is unlikely that she will rise to that level again. However, by beginning to reform curriculums and practices, this may

By igniting reform in schools, these negative effects may become a part of the past. One such reform could be grouping students in classes regardless of what tests that supposedly measure “intelligence” show. In doing this, students feel that they have a chance to compete with the students they see as smart. This could potentially help students with their motivation and with their feelings of inferiority. Another possibility could be to eliminate academic tracks. By eliminating these programs, students have the ability to gain the same education instead of an education that simply teaches what the administrators think the student will end up doing as a career. For example, by putting students deemed on a vocational track and students on a college track together, both students receive the same education and the students destined for the vocational track have the option of going to college and breaking the standard. Many of these reforms have the potential of changing the world of education for the better and could help to eliminate the practices that hold students back from reaching their full potentials. By doing this, “N” could learn on the same level as others in her class and could be pushed and motivated to try her best and know that she is not inferior to her peers. By reforming the education