Carol Corbett Burris

Closing the Achievement Gap by Detracking

Achievement follows from opportunities, Ms. Burris and Mr. Welner a s s e rt, and the persistent practice of tracking denies a range of o p p o rtunities to large numbers of students. That a dispro p o rtionate number of these students are minorities is one of the underlying reasons that the achievement gap has remained so persistent. The authors describe how a diverse suburban district in New York narrowed the gap by offering its high-track curriculum to all students.

Accelerating Mathematics Achievement Using Heterogeneous Grouping

This longitudinal study examined the effects of providing an accelerated mathematics curriculum in heterogeneously grouped middle school classes in a diverse suburban school district. A quasi-experimental cohort design was used to evaluate subsequent completion of advanced high school math courses as well as academic achievement. Results showed that probability of completion of advanced math courses increased significantly and markedly in all groups, including minority students, students of low socioeconomic status, and students at all initial achievement levels. Also, the performance of initial high achievers did not differ statistically in heterogeneous classes relative to previous homogeneous grouping, and rates of participation in advanced placement calculus and test scores improved.

Alternative Approaches to the Politics of Detracking

Notwithstanding empirical, pedagogical, and ethical criticism, the practice of tracking remains widespread. In part, this is because the process of detracking is seen as difficult and uncertain. This article uses case studies to introduce and illustrate 2 alternative approaches for moving forward with detracking reforms. The first, winning them over, is effective in a school community that is willing to engage in school reforms that promote equity while trusting that its educators will ensure a high-quality education even during times of change. The second, taking them on, becomes necessary in school communities that are more resistant to change and where equity and excellence are seen as incompatible. In such communities educational opportunities are generally viewed from a more competitive perspective.

Conversations with Arne Duncan: Offering Advice on Educator Evaluations.

The national push for new teacher evaluations is real; educators should not miss this opportunity to influence policy makers with solid evidence.