Instructional efficiency versus social reform: Fundamentals of the tracking debate

Abstract

The controversy over tracking in American public schools has been more often marked by ostensibly emotional expressions than by clearly presented conclusions. This chapter examines the fundamental issues surrounding the debate over detracking. While tracking supporters contend that it provides an efficient way of organizing students for instruction, opponents contend that it perpetuates educational inequality by denying low-income and minority students access to quality schooling. This chapter considers both perspectives and their underlying assumptions and scrutinizes the reasoning and commentary drawn from both sides in an effort to broaden understanding of the controversy.

Citation

Lehr, A.E. (2002), "Instructional efficiency versus social reform: Fundamentals of the tracking debate", 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. 221-235. https://doi.org/10.1016/S1479-3660(03)80017-3