Alternative Uses of Ability Grouping in Secondary Schools: Can We Bring High-Quality Instruction to Low-Ability Classes?

  • Catholic High Schools use tracking more effectively and produced smaller achievement gaps.
  • Difference exist among schools in the implementation and effects of tracking.
  • There appear to be instances of successful low-track classes at least in Catholic Schools.
  • The characteristics of successful low-track classes are: High expectations, an academic curriculum, oral interaction between teachers and students, great effort on the part of the teacher ,and the absence of a system of assigning weak or less experienced teachers to lower tracks.