The structure of inequality: Tracking and educational opportunity in America's public schools

Abstract

A study of tracking literature reveals incomplete and contradictory findings. This chapter will provide a theoretical synthesis of tracking and attempts to explain the conclusions of early research by focusing on the various social, political, legal and cultural forces that influence tracking. In so doing, the chapter will develop broad-based assumptions, supported by research, which may provide the basis for new educational policy as well as a sociological assessment of this educational practice. The intention of this chapter is to determine if tracking undermines the notion of education as the “great equalizer” and ultimately, supports the existing structures of dominance.

Citation

Green, P. (2002), "The structure of inequality: Tracking and educational opportunity in America's public schools", Hunter, R.C. and Brown, F. (Ed.) Challenges of Urban Education and Efficacy of School Reform (Advances in Educational Administration, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 123-143. https://doi.org/10.1016/S1479-3660(03)80011-2