Diversity in Education
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2003 - Tracking by Accident and by Design

Attribution: Bracey, Gerald
Researchers: Gerald Bracey
University Affiliation: George Mason University
Email:
Research Question:
Tracking in Japan, Germany and the US.
Published: 1
Journal Name or Institutional Affiliation: Phi Delta Kappan
Journal Entry: December
Year: 2003
Findings:
  • 5 types of differentiation that fit under tracking a) type of school b) course of study c) streaming d) ability grouping e) geographical location All 5 have potential to create serious inequities in educational opportunity.
  • Creating different type of schools is the norm in Germany and Japan but is not often seen in the US.
  • Geographic location tracking appears to some degree in Germany and Japan, but is most pronounced in the US.
  • Japan has compulsory education through 9th grade. About 75% of Japanese students attend high school that provide a general college-prep curriculum.
  • In Germany, about 30% of students attend the gymnasium, which covers what is in the US is upper elementary, middle and high school grades. Aim is college.
  • German students move from an untracked system into a highly tracked system after 4th grade, while Japan delays all tracking until after 9th grade.
  • In all countries people would agree with the tracking process if the mechanism of selection was “fair”.
Keywords: Ability GroupsCurriculumMathTrackingRegions: InternationalMethodologies: QualitativeResearch Designs: Case StudiesAnalysis Methods: Qualitative Techniques Sampling Frame:International
Sampling Types: NonrandomAnalysis Units: CountryData Types: Qualitative
Data Description:
  • Case studies database of the third international Mathematics and Science Study (TIMSS).
  • Interviews with educators, parents and students in Germany, Japan and the US.
Theoretical Framework:
Relevance:
Archives: K-12 Integration, Desegregation, and Segregation Abstracts
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