Donelan, Richarde, Neal, Gerald, & Jones, Deneese
Researchers: Deneese JonesGerald NealRicharde Donelan
University Affiliation: University of Kentucky
Email: rdonelan@doe.mass.edu
Research Question:
Examines the antecedents of academic tracking and ability grouping in America and reviews the justification for these concepts in public schools.
Published: 1
Journal Name or Institutional Affiliation: Journal of Negro Education
Journal Entry: Vol 63, No. 3, pp. 376-387
Year: 1994
Findings:
- Academic tracking and ability grouping have served to lock disproportionate number of African American students into dead-end educational agendas.
- Academic tracking and ability grouping devalues and damages the spirits of our African American, Hispanic American, Native Americans and lower SES students and society suffers the overall impact.
- Within school subculture, these practices foster beliefs in contrast with the principle that all children can and will learn. They dampen and eliminate student and teacher expectations. This insidious cycle creates a self-fulfilling prophecy.
- Initial goals of tracking:
- 1) Raising academic achievement beyond what it would be in mixed-ability settings
- 2) Improving students’ self images as learners
- 3) Increasing the effectiveness of teachers.