Oakes, Jeannie
Researchers: Jeannie Oakes
University Affiliation: Ford Foundation
Email:
Research Question:
Examine from a constitutional perspective the bases on which ability grouping and tracking might be challenged as barriers to equal educational opp.
Published: 1
Journal Name or Institutional Affiliation: Teacher College Record
Journal Entry: Vol. 84, No. 4, pp. 801-819
Year: 1983
Findings:
- Students in various tracks and ability levels have substantially different educational experiences.
- Students in low tracks are less likely to have peer models of middle-class high achievers.
- Low-track classes are usually taught by the least experienced teachers in the school.
- Several characteristics and effects of ability grouping and tracking may be susceptible to legal action in relationship to the provision of equal educational opportunity. In sum, these are: the separation of students resulting in disproportionate placements of poor and minority students in low grades; the reduced educational quality in low groups; the limited access low groups have to higher education or some occupations; the stigmatization of low-track students; and the misclassification of students resulting from inappropriate or haphazard classification processes.
- The classification process that is an essential feature of tracking effects a change of status in the children involved and excludes them from particular types of educational experiences. This limited access affects not only the type and quantity of education a child receives but also his future educational and occupational opportunities.