Detracking: The Social Construction of Ability, Cultural Politics, and Resistance to Reform

“…to control children through punitive disciplinary practices (Hirschfield, 2008; Gillen, 2014; Love, 2019 2017); and teaching to the test, in which curriculum is standardized and not culturally responsive or sustaining (Alim & Paris, 2017; Ferri & Connor, 2005; Oakes et. al., 1997; Schneider, 2018).”

“Eliminating separated, ability-grouped classrooms in schools has proven “politically difficult” (Yonezawa et al., 2002, p. 41; see also Oakes et al., 1997; Wells & Serna, 1996), both because of a desire to provide challenging academic experiences for students presenting with strong ability and,…”

“These findings are in line with the broader research on policy implementation, which underscores how teacher’s beliefs about students’ backgrounds and their ideologies on teaching and learning influence how reforms are enacted in every day practice (Bertrand & Marsh, 2015; Diamond & Spillane, 2004; Lipman, 1997; Oakes…”

“Homogenous groups based on ability may be beneficial for high achieving students, but they are not beneficial for low-income and underrepresented minority students (Hallinan, 1994; Oakes et al., 1997).”

“School officials work to satisfy the demands of affluent parents (Cucchiara and Horvat 2009; Demareth 2009; Eitle 2002; Oakes et al. 1997; Wells and Serna 1996).”

“It is common knowledge that conceptions of giftedness that use IQ cut-off scores and verbally loaded instruments to measure ability create barriers and/or exclude Black and low-income students from gaining access to gifted and advanced programs and services (Ansalone 2000; Baldwin 2011; Ford 2011b; Frasier 1987; Oakes…”

“…class, have publicly pushed against detracking efforts and other equity-centered efforts aimed to serve Black, Latinx, and Indigenous communities better (Oakes & Lipton, 2002; Oakes et al., 1997; Sattin-Bajaj & Roda, 2020; Trujillo, 2013; Turner, 2020; Turner & Spain, 2020; Welner & Burris, 2006).”

“For example, detracking policies are often met with resistance from parents of high-tracked students, as detracking threatens the status of advantaged students and families (Oakes et al., 1997).”

“Research has shown that teachers’ perceptions of student ability shape the decisions they make about instructional practices (Jackson et al., 2017; Oakes et al., 1997; Wilhelm et al., 2017).”

“The last of these includes cases in which individuals employ individualism discourse (BonillaSilva, 2006), which is often reflected in arguments that students are individuals with unique abilities, learning needs, or other characteristics and that such idiosyncrasies—and not students’ racial group membership—sufficien…”

““Detracking” instructional models (Alvarez & Mehan, 2006; Burris et al., 2008, 2009; Oakes et al., 1997; Rubin, 2006) deliberately reverse the conventional timecurriculum equation.”

“Their beliefs can lead to resistance to change (Hynds, 2010) and they may enlist the support of parents who are part of the dominant class and who fear change will disadvantage their children (Oakes et al., 1997).”