tracking - Matthew Fende Tracking Tracking is the system of...

Info icon This preview shows pages 1–2. Sign up to view the full content.

Matthew Fende September 27, 2007 Tracking Tracking is the system of classifying students and dividing them in separate classes according to their intelligence levels and abilities and some students by their willingness to learn. Naturally, as with every other process in existence, there are those who are for and those whom are against student tracking and both bring their own good points to the table. Those for tracking say it is impossible to expect everyone to learn at the same level and speed; basically everyone learns differently. If everyone were in the same class, the more intellectually gifted students would become bored, yet the slower students would still have trouble keeping up. This creates the problem of not letting the brighter students reach their full intellectual potential, and not being able to help the slower students learn what they need to learn. Those who are against tracking say that it is not fair and impairs equal opportunity for education. Also in Jeannie Oakes’s
Image of page 1

Info icon This preview has intentionally blurred sections. Sign up to view the full version.

Image of page 2
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: Keeping Track she found that “race more than ability determined which students were placed in which tracks, and that lower-tracked students had fewer learning opportunities.” (Sadker p178) In my own education I was in first track through most of my years. Fifth through eighth grade I was in an advanced math class and in high school was in first track and took some advanced placement (AP) classes. Personally I loved being tracked. In some general classes in high school students from all the tracks were mixed because the classes were a requirement for all to graduate (art/computer/health classes). I found myself falling asleep because of the content of what was being taught; just going over and over and over the material. But in the first track and AP courses it was much better paced for my level of learning and I found myself better challenged. Overall I was glad I was tracked into a higher level because it suited my pace of learning and satisfied my appetite for learning....
View Full Document

  • Fall '07
  • JEANNIE OAKES, Matthew Fende Tracking, slower students, intellectually gifted students

{[ snackBarMessage ]}

What students are saying

  • Left Quote Icon

    As a current student on this bumpy collegiate pathway, I stumbled upon Course Hero, where I can find study resources for nearly all my courses, get online help from tutors 24/7, and even share my old projects, papers, and lecture notes with other students.

    Student Picture

    Kiran Temple University Fox School of Business ‘17, Course Hero Intern

  • Left Quote Icon

    I cannot even describe how much Course Hero helped me this summer. It’s truly become something I can always rely on and help me. In the end, I was not only able to survive summer classes, but I was able to thrive thanks to Course Hero.

    Student Picture

    Dana University of Pennsylvania ‘17, Course Hero Intern

  • Left Quote Icon

    The ability to access any university’s resources through Course Hero proved invaluable in my case. I was behind on Tulane coursework and actually used UCLA’s materials to help me move forward and get everything together on time.

    Student Picture

    Jill Tulane University ‘16, Course Hero Intern