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Ability grouping. Leveling systems. Streaming. This is the modern way of talking about tracking -- the traditional practice of sorting and selecting students based on test scores and other criteria, and then steering these groups into ""the most appropriate"" course of study.

In 1987, New York's suburban Rockville Centre School District faced the fact that its longstanding tracking system was resulting in unequal educational opportunities and allowing racial and socioeconomic stratification of its student population. School leaders embarked on an ambitious program of reform: reexamining beliefs about intelligence, ability, and instruction, and offering all students the opportunity to study a rigorous curriculum in heterogeneous classrooms.

In this book, authors Carol Corbett Burris and Delia T. Garrity, veterans of the Rockville Centre School District, offer an experience-based and research-supported argument that detracking--implemented with planning, patience, and persistence--can do in every school district what it did in theirs: raise achievement across the board and dramatically narrow the achievement gap. Their main goal is a practical one: to provide educational leaders with proven strategies for launching, sustaining, and monitoring a successful detracking reform. Here, you'll read: Why detracking is necessary, the benefits it brings, and how to build support among teachers and parents. How to revise curriculum to ""level-up"" instruction. How to establish a multiyear, personalized professional development program to help teachers address new instructional needs. How to best support effective teaching and learning in a heterogeneous classroom.

Detracking for Excellence and Equity outlines a comprehensive approach built on self-reflection, direct action, vigilant supervision, and a set of very clear beliefs: that schools and opportunity matter; that acceleration and enrichment will improve all students' achievement; and that all students deserve access to the best curriculum.

Tabla de contenidos provista por Syndetics

• Foreword(p. vii)
• Introduction(p. 1)
• 1 One District's Story(p. 5)
• 2 What Tracking Is and How to Start Dismantling It(p. 16)
• 3 The Curriculum Process for Leveling-Up Instruction(p. 33)
• 4 The Politics of Detracking(p. 50)
• 5 Professional Development for Equitable Practices(p. 66)
• 6 Teaching and Learning in the Heterogeneous Classroom(p. 100)
• 7 Maintaining the Reform and Pushing Forward(p. 129)
• 8 The Essentials for Excellence with Equity(p. 147)
• Appendix A Growth Portfolio Model for Student Self-Reflection(p. 159)
• Appendix B Rubric for Differentiation(p. 163)
• References(p. 166)
• Index(p. 171)
• About the Authors(p. 179)

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CHOICE Review

With the standards-based education reforms and the No Child Left Behind Act, all children today are required to reach proficiency. In this book, Burris and Garrity share their strong belief that schools can detrack without sacrificing excellence. Though current research conclusions find tracking does not promote satisfactory achievement for students, tracking--or ability grouping--in schools is still upheld as a standard grouping practice. The authors discuss how tracking often starts with kindergarten screening in which early achievement tests determine track or ability placement in the elementary years and beyond. They also note that schools will not be able to close the achievement gap without closing the curriculum gap created by tracking. Further, they provide practical detracking examples, based on sound evidence, demonstrating how schools can provide access to equal educational opportunities to all students. This book is strongly recommended for teachers, administrators, parents, and community stakeholders. Summing Up: Recommended. All readership levels. J. C. Agnew Park University