Academic Tracking [microform] : Report of the NEA Executive Committee/Subcommittee on Academic Tracking
- Bib ID:
- 5521281
- Format:
- Book and Microform
- Author:
- National Education Association, Washington, DC
- Online Version:
- https://eric.ed.gov/?id=ED322642
Broken link? let us search Trove , the Wayback Machine , or Google for you.
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1990
- 42 p.
- Summary:
-
Academic tracking, one of the most enduring and controversial educational practices, is directly implicated as a link among education, future technical/occupational skill, and the welfare of the U.S. national economy. Tracking's most controversial feature is the potentially harmful effects of bad placement decisions based on such nonacademic criteria as low parental income, race, ethnicity, gender, and special needs. The problem is exacerbated by the rapid displacement of unskilled industrial jobs and a growing demand only for workers having high academic skills. This report outlines the results of an extensive inquiry into the tracking system and presents conclusions and recommendations. Research activities and procedures developed by the National Education Association (NEA) generated a comprehensive analysis of academic tracking. Tracking was found to be very common, becoming more typical during each subsequent school grade. At some point, virtually all students are ability grouped or tracked. Students from diverse ethnic groups are tracked into different classes and curricula. Hispanic and Black students are overrepresented in vocational education and underrepresented in academic tracks. Findings concerning benefits and the role of educational "gatekeepers" are also discussed, along with alternatives to tracking such as the U.S. Department of Education's Regular Education Initiative (REI). Rigid academic tracking creates problems for many students from all socioeconomic and ethnic groups and also creates student isolation by socioeconomic status and ethnicity. Further conclusions and recommendations are discussed. A chronological review of NEA tracking research and a glossary are included. (35 references) (MLH)
- Notes:
-
- Availability: Publications, National Education Association, Instruction and Professional Development, 1201 Sixteenth Street, N.W., Washington, DC 20036 (free).
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- National Education Association, Washington, DC
- Available From:
- ERIC
- Copyright:
-
In Copyright
You may copy under some circumstances, for example you may copy a portion for research or study. Order a copy through Copies Direct to the extent allowed under fair dealing. Contact us for further information about copying.
- Reason for copyright status:
- Until 2060 [Created/Published Date + 70 Years]
Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1990
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
Request this item
Request this item to view in the Library’s reading room.
Feedback
Similar items
- Tracking
- Multi-age grouping [microform] : enriching the learning environment
- Curriculum Reform in Higher Education. The Current Debate and Issues for Faculty. To Promote Academic Justice and Excellence Series [microform]
- Entering the Profession [microform] : Advice for the Untenured. To Promote Academic Justice and Excellence Series
- Alternatives To Tracking and Ability Grouping [microform] / Anne Wheelock