1995 - All Children Can Learn- The Unmet Promise: A Study of Ability Grouping and Tracking in North Carolina Schools

Attribution: Kretovics, Joe, Noblit, George, Rogers, Dwight, Awsumb, Catherine, McCadden, Brian, & Villenas, Sofia
Researchers: Brian McCaddenCatherine AwsumbDwight RogersGeorge NoblitJoe KretovicsSofia Villenas
University Affiliation: University of North Carolina at Chapel Hill
Email: kretovics@wmich.edu
Research Question:
Analyzes instructional grouping practices in NC.
Published: 1
Journal Name or Institutional Affiliation: North Carolina Education and Law Project
Journal Entry: June
Year: 1995
Findings:
  • The study finds that ability grouping and tracking are commonly practiced in North Carolina schools, based on the assumptions that ability is fixed and can be accurately assessed and curriculum and instruction must be tailored to meet ability levels.
  • The study found unequal educational opportunities and outcomes for students.
  • Poor and minority children were disproportionately represented in lower ability groups and curriculum tracks.
  • The authors make policy recommendations for the State Board of Education including implementation of a three year plan for de-tracking the schools.
Keywords: Ability GroupsResegregationTrackingRegions: SouthMethodologies: QualitativeResearch Designs: InterviewsAnalysis Methods: Qualitative Techniques Sampling Frame:State-NC
Sampling Types: NonrandomAnalysis Units: IndividualData Types: Qualitative-Cross Sectional
Data Description:
  • Interview data from over 150 North Carolina students, teachers, parents, and administrators.
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts