Closing the Achievement Gap by Detracking

“…where they are This content downloaded from 72.32.119.162 on Fri, 21 Nov 2014 16:15:53 PM All use subject to JSTOR Terms and Conditions exposed to a rigorous curriculum and high expectations, the achievement gap between White and African American students is greatly reduced (Burris & Welner, 2005).”

“In addition, the district has also experienced significant increases in the number of students who earn New York State regents diplomas (Burris & Welner, 2005).”

“Such students who were members of progressively detracked cohorts experienced dramatic increases in earning Regents diplomas, from 52% in 2002 to 83% in 2004 (Burris & Welner, 2005).”

“Burris and Welner found that students in the detracked middle school classes, as well as low-SES and special education students in the detracked high school classes, showed sharp improvements in rates of earning a Regents diploma (Burris & Welner, 2005).”

“A wealth of studies point to how setting produces little, if any, benefit to overall student outcomes (e.g. Slavin, 1990; Burris & Welner, 2005; Ireson et al., 2005; Nomi, 2009; Higgins et al., 2015; Steenbergen-Hu et al., 2016) and that while some small gains are evidenced for those in the highest…”

“…may make small achievement gains, those in lower groups experience a greater negative effect (Boaler & Wiliam, 2001; Wiliam & Bartholomew, 2004; Burris & Welner, 2005; Chambers, 2009; Higgins et al., 2015) on both attainment and affective measures such as self-confidence (Bartholomew, 2000;…”

“High schools often stratify students through a variety of mechanisms including tracking (Burris & Welner, 2005; Hallinan, 2001), segregation (Orfield, Kuscera, & SiegelHawley, 2012), teacher quality (Flores, 2007), and peer effects.”

“Indeed, it has been demonstrated multiple times that while small achievement gains may be made by higher attaining students, the impact on students in lower attaining groups is negative (Boaler and Wiliam 2001; Burris and Welner 2005; Chambers 2009; Higgins et al. 2015; Wiliam and Bartholomew 2004).”

“…tracked schools are inequitable and ineffective, educators have been exploring alternatives to these practices since the 1980s, notably replacing the tracking system (Burris & Welner, 2005; Comer, 1988; Levin, 1987; Oakes & Wells, 1998; Sizer, 2004; Wheelock, 1992; Yonezawa, Wells, & Serna, 2002).”

“…monitor achievement in detracked classes, and their analysis showed time and again the following effects of detracking: (a) achievement improved, (b) curriculum was not watered down, and (c) the performance of high achievers did not decline (Burris, Heubert, & Levin, 2004; Burris & Welner, 2005).”

“Indeed, tracking is an important factor contributing to widening gaps in academic achievement, particularly when mobility between tracks is limited (Gamoran 1992; Burris and Welner 2005).”

“Indeed, there is scientific literature that demonstrates the relationship between school performance and the ways of grouping students, as well as the attention to diversity (Burris and Welner 2005; Burris, Heubert, and Levin 2006; Oakes 2005).”

“Given the perceived inequality associated with tracking, detracking strategies started being implemented during the 1990s in an attempt to close the achievement gap between lower-track (mostly poor and minority students) and upper-track students (16).”

“…to classes that maximize their potential, and that detracking holds back highability students because teachers must reduce the amount and complexity of material so that all students in the class, including low-ability students, can understand (Brewer, Rees, & Argys, 1995; Burris & Welner, 2005).”

“…the United States now implement what is referred to as detracking, which involves students being deliberately placed into classes of mixed ability (Argys, Rees, & Brewer, 1996; Rubin, 2008), or as in the case of one school, offering a high-track curriculum for all students (Burris & Welner, 2005).”

“Research shows that low-SES students and students of color are more likely to be placed in basic classes, which focus on mastery of low-level skills, and receive less instructional time (Burris & Welner, 2005; Gamoran, 1987; Mickelson, 2001; Oakes, 2005; Rogers et al., 2014).”

“…and excellence that positively impact the trajectory of life opportunities for marginalized populations (Alston, 2005; Beard, 2013; Burris, 2004; Burris & Welner, 2005; Burris, Wiley, Welner, & Murphy, 2007, 2008; Lomotey & Lowery, 2013; Skrla, McKenzie, & Scheurich, 2009; Welner & Burris,…”

“Scholars rallying behind the detracking movement have argued that educational equity involves dismantling tracking and providing all students with a single ‘high-track’ curriculum (Burris & Welner, 2005; Oakes & Wells; 1998; Welner & Oakes, 2000).”

“For example, Burris and Welner (2005) illustrated that students’ 10th-grade math enrollment differed by their curricular placement in middle school.”

“…“what we have done’’ from “what we can do,’’ and it should resonate with educational reformers who point to policies ranging from early childhood education (Barnett, 2002), to detracking (Burris & Welner, 2005), to choice (Hoxby, 2003) as carrying the potential to raise achievement dramatically.”

“I also undertook this study because curriculum access is completely within the control of educators as previously researched (see Burris, 2004; Burris & Welner, 2005; Burris, Wiley, Welner, & Murphy, 2007, 2008; Welner & Burris, 2006).”

“This is likely because students at I-STEM were intentionally provided with academically rigorous curriculum they self-selected, for the purpose of closing educational gaps with these underserved students (Burris & Welner, 2005).”

“Because of these differences, scholars such as Burris and Welner (2005)”

“Burris and Welner (2005) show that following the implementation of this reform, the result was that the percentage of African and Hispanic students who passed the algebra-based Regents’ exam tripled.”

“Correspondingly, positive effects on student achievement have been associated with reforming the tracking system and universally accelerating all students in rigorous classes (Boaler & Staples, 2006; Burris, Heubert, & Levin, 2006; Burris & Welner, 2005; Levin, 1997).”

“Numerous studies increasingly question the use of same ability grouping for underrepresented youth (Ferguson & Mehta, 2004; Mitchell, 2018) and it is agreed that mixed-ability grouping produces both academic and psycho-social benefits (Burris & Welner, 2005; Slavin, 1987; Stanley & Chambers, 2018).”

“This puts students from diverse backgrounds at a disadvantage compared to their White, mainstream counterparts because research shows that when teachers challenge their students and hold them to high expectations, students tend to learn more (Burris & Welner, 2005; Cole, 2008).”

“…facto and statutory separate but equal policies in addition to the modern educational problems of tracking, academic isolation, and lack of rigorous college preparation are persistent educational barriers that URS face as well (Kao and Thompson 2003; Burris and Welner 2005; Anderson and Kim 2006).”

“Burris and Welner (2005) determined: Achievement follows from opportunities, and persistent practice of tracking denies a range of opportunities to large numbers of students.”

“Factors that have shown improvement for student learning include “first-class learning opportunities” (Burris & Welner, 2005) and “optimum and consistent conditions” for instruction (VanDeWeghe, 2005).”

“Current research and evidence about what happens when schools de-track (e.g., Boaler & Staples, 2008; Burris, Heubert, & Levin, 2004, 2006; Burris & Welner, 2005) is extremely compelling in terms of, for example, increased enrollment in mathematics courses, students’ development of positive…”

“Regardless of ability level, African American children and those from low-income households are overrepresented in lower tracks and underrepresented in higher tracks (Burris & Welner, 2005; Tyson, 2011; Welner & Oakes, 2000).”

“Students with disabilities have been notably absent in much detracking research with a few exceptions (Burris & Welner, 2005; Collins & Gan, 2013), so these school leaders ’ work to expand supports in honors classes is particularly notable.”

“Burris and Welner (2005) adopted a relatively similar analytical approach to study the effects of the detracking reform that occurred in the Rockville Centre School District (Long Island) in the late 1990s.”

“Numerous researchers (Burris & Welner, 2005; Dougherty, Mellor, & Jian, 2006; Klopfenstein, 2004a) have attributed the lower levels of college readiness for Hispanic students to a lack of access to rigorous curriculum.”

“Student wealth/poverty is a third facet that influences access to resources and academic outcomes (Burris & Welner, 2005; Lipman, 2011).”

“Burris and Welner (2005) determined, Achievement follows from opportunities, and persistent practice of tracking denies a range of opportunities to large numbers of students.”

“In contrast, Schools of Opportunity remove these barriers by providing engaging electives and college-preparatory courses for all students (Burris & Welner, 2005).”

“Burris and Welner (2005) demonstrated that low achieving adolescents could bene fi t from an enriched curriculum when their learning assets are understood.”

“Calls and cases for detracking our schools have been made consistently for some time (see Burris & Garrity, 2008; Burris & Welner, 2005; Fierro, 2014; Mehan et al., 1994; Turner & Spain, 2020; Wheelock, 1992b, 1992a); yet, most U.S. schools still make use of tracking in one form or another…”

“For example, an in-depth study of de-tracking in Rockville, USA, found that all students - whether originally in advanced or basic tracks - benefited academically when tracking was removed altogether (Burris & Welner, 2005).”

“Similarly, Burris and Welner (2005) report that a highly proficient student from a low socioeconomic status background has only a 50-50 chance of being placed in a high track class. Because of the role teachers and school counselors play in the course selection process of students, Tyson (2011) refers to school offici…”

“South Side High School on New York’s Long Island, for example, has detracked with the effect of 82% of African American students earning honors-level diplomas compared to just 13% of African American students throughout New York State (Burris & Welner, 2005).”