Tracking & Ability

Hey Everyone!

So today in my Soc 113 (Soc. of Education) we talked about a couple of claims that reminded me of our conversation yesterday & last week.

I. Determinants of Track Systems
  1. Systems matter!  Some are rigid and some are fluid.
  2. 2 CLAIMS:
1) Maureen Hallinm: Tracking is a technical device (meaning that considering student's prior achievements, more tracking is needed so the tracks are based on who's achieving in what capacity).
2) Jeanie Oakes: Tracking is a political move.  Segregation has moved inside the schools.  (Braddock: The more racially diverse, the more rigid the tracking).

II. The effects of tracking systems
- Its very hard to determine the effects of tracking systems because analysis tends to reveal variables that weren't considered before.
- The students play an active role in entering tracks (so if the student body changes, the variables change, and effects will be confounded).
- Tracked students: Cover more material, high achievement & learn less because everything is watered down.
- Untracked students: Cover less material, less achievement, but learn more because details are kept in the learning materials.

III. Why the Effects exists (Pathways)
- Instructional: If you're not exposed to something, you're not going to learn it.  That's why students in the high track cover more material and "know more." BUT had the low track been exposed to the material they may have known more as well (no chances given to low track students).
- Social: Student in specific tracks discover who they are, their capabilities based on their placements.  Therefore, achievement is undermined because of placement.  (These social based studies are done with younger kids but have more significance when done with older kids).
- Institutional: Others understand where kids are.  Parents/ Teachers regard a child in a particular capacity, act upon their abilities, and place them.  This is better and more likely for younger children because parents are "hyper-attentive" to them and know their abilities in different capacities.  Cooperation with teachers could put them in a better position later tracking.

With all that said, (hope it wasn't too confusing!)consider the discussions on ability and our current systems of tracking.  Are the current methods generating desired effects?   How do they address different ability groups (physical & mental) and what are the pros and cons of in school segregation and integration?

I also have another question that may seem a little outlandish but here goes:

Can collegiate athletes be considered a tracked ability group?  A lot of times they're separated from the "mainstream" student population and given specific academic regimes.

Just food for thought :)