- Teachers in this study were generally supportive of separating grade school students into educational learning tracks.
- Teachers appear to support a tracking structure based more on the managerial challenges associated with instructing large classes of diverse learners and the accompanying complexities of responding to their different needs.
- Teachers realize the educational benefits of a more challenging curriculum and classroom to slower learners, but they also realize they may be holding up brighter students in the process.
- There was a general agreement that tracking creates a positive learning environment for advantaged students only.
- Nearly all of the teachers in the survey responded that a teacher’s status is not defined according to track assignment.
- Little support is provided to the perspective that teachers believe that lower track students cannot be taught.