Detracking for Excellence and Equity
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About
Ability grouping. Leveling systems. Streaming. This is the modern way of talking about tracking -- the traditional practice of sorting and selecting students based on test scores and other criteria, and then steering these groups into “the most appropriate” course of study.
Table of contents
The Curriculum Process for Leveling-Up Instruction
The Politics of Detracking
Professional Development for Equitable Practices
About the authors
Carol Corbett Burris has served as principal of South Side High School in Rockville Centre School District, New York, since 2000. Prior to becoming principal, she was an assistant principal at South Side, a teacher of Spanish at the middle and high school level, and a school board member for 10 years. Carol received her doctorate from Teachers College, Columbia University. Her dissertation on her district's detracking reform in accelerated mathematics received the 2003 National Association of Secondary School Principals' Middle Level Dissertation of the Year Award. Carol has taught graduate courses on school reform at Teachers College, and she regularly makes presentations on the positive effects of detracking to school districts and research organizations. Articles that she has authored or coauthored have appeared in Educational Leadership, Phi Delta Kappan, Teachers College Record, American Educational Research Journal, Theory into Practice, The School Administrator, and EdWeek. A chapter on closing the achievement gap, coauthored with Kevin Welner of the University of Colorado, appeared in Lessons in Integration: Realizing the Promise of Racial Diversity in America's Schools, a volume edited by the Harvard Civil Rights Project. Carol can be reached at burriscarol@gmail.com.
Delia T. Garrity has been a public school educator for 37 years, serving as a math teacher, teacher of the gifted, mathematics department chairperson, curriculum supervisor, assistant principal, and assistant superintendent. Since 1999, she has been the assistant superintendent for curriculum and instruction in Rockville Centre School District, New York, where she provided the leadership in opening academic doors to all students and designed a comprehensive professional learning model for teachers. During her tenure as assistant principal of South Side Middle School in Rockville Centre, Delia facilitated the school's transformation from a tracked system to one that offers all students an honors curriculum in heterogeneous classes. She received the New York State Middle School Assistant Principal of the Year Award in 1996. She has taught graduate courses on mathematics education at Long Island University and regularly gives presentations on detracking as a model of successful school reform to local and national audiences. Delia has authored or coauthored articles in The School Administrator and Arithmetic Teacher. She can be reached at dtgarrity@gmail.com.