Keeping Track: How Schools Structure InequalitySelected by the American School Board Journal as a “Must Read” book when it was first published and named one of 60 “Books of the Century” by the University of South Carolina Museum of Education for its influence on American education, this provocative, carefully documented work shows how tracking—the system of grouping students for instruction on the basis of ability—reflects the class and racial inequalities of American society and helps to perpetuate them. For this new edition, Jeannie Oakes has added a new Preface and a new final chapter in which she discusses the “tracking wars” of the last twenty years, wars in which Keeping Track has played a central role. From reviews of the first edition:“Should be read by anyone who wishes to improve schools.”—M. Donald Thomas, American School Board Journal“[This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.”—Tom Loveless in The Tracking Wars“Should be read by teachers, administrators, school board members, and parents.”—Georgia Lewis, Childhood Education“Valuable. . . . No one interested in the topic can afford not to attend to it.”—Kenneth A. Strike, Teachers College Record |
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Common terms and phrases
Ability Grouping academic activities African American average behaviors Bowles and Gintis cation challenge classifications classroom counselors court cultural curriculum dents desegregation different track levels differential economic educa effects English classes enrolled equal equity Euclid evidence example gifted gifted education grade groups of students high school high-track classes High-track English-senior high high-track students important inequality instruction junior high kids kinds Latino less low-track classes low-track students Martin Lipton math classes mathematics ment meritocratic middle school minority students mixed schools National nonwhite students opportunities outcomes parents placed poor and minority racial relationships reported result Rockville Centre Rosemont school experiences school reform Science-senior high secondary schools senior high school skills social social class stratification strict scrutiny structure student learning Study of Schooling subject areas teachers teaching tion tional track placement tracking systems tracking's vocational education vocational programs white schools Woodland Hills
References to this book
Student Achievement Through Staff Development Bruce R. Joyce,Beverly Showers No preview available - 2002 |