"In the late 1980s, when I began writing about education, there were lively debates over whether students should be 'tracked' into different academic classes based on their abilities. Some things never change.
The perennial nature of the tracking debate became obvious this week after the Fordham Institute published a report by Tom Loveless on tracking in Massachusetts middle schools. The study's bottom-line finding was that schools with two or three levels of math instruction tended to have higher numbers of students scoring near the top on state math exams than those with only one math track."
The perennial nature of the tracking debate became obvious this week after the Fordham Institute published a report by Tom Loveless on tracking in Massachusetts middle schools. The study's bottom-line finding was that schools with two or three levels of math instruction tended to have higher numbers of students scoring near the top on state math exams than those with only one math track."