Keeping Track: How Schools Structure Inequality
Selected 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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Review: Keeping Track: How Schools Structure InequalityUser Review - Goodreads
This book seems to resonate with many of my opinions and ideas concerning school tracking. It is an interesting sociological look and presents a compelling argument. I'm keen to read more on this topic, as ever.
Review: Keeping Track: How Schools Structure InequalityUser Review - Lawrence Linnen - Goodreads
Math classes did differ from English classes in the intellectual processes demanded of students in classes at the various track levels. While the topics of math classes differed considerably -- and ... Read full review
JSTOR: Keeping Track: How Schools Structure Inequality.
Keeping Track: How Schools Structure Inequality. Mark Oromaner. Contemporary Sociology, Vol. 15, No. 1, 93-94. Jan., 1986. ...
Keeping Track: How Schools Structure Inequality (2d ed.) reviewed by Kathryn A. mcdermott — July 20, 2006. Since it was first published in 1985, ...
Keeping Track - Oakes, Jeannie - Yale University Press
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Keeping Track. How Schools Structure Inequality: By Jeannie Oakes ...
Automatic download [Begin manual download]. Downloading the PDF version of: NASSP Bulletin Coffman 69 (484): 130. (133K) ...
bul.sagepub.com/ cgi/ reprint/ 69/ 484/ 130?ck=nck
Panelist: Jeannie Oakes
This work is the subject of Keeping Track: How Schools Structure Inequality (Yale University Press, 1985). As an expert in school desegregation ...
www.network-democracy.org/ camp/ pa/ sl/ oakes.shtml
Keeping Track: How Schools Structure Inequality.
Keeping Track: How Schools Structure Inequality. (Second edition.) Jeannie Oakes. New Haven, CT: Yale University Press, 2005. Pp. 288. $19.00, paper. ...
www.eddigest.com/ html/ JOakes.html
Jeannie Oakes - BIO
Keeping track: How schools structure inequality. New Haven, CT. Yale University Press. • Oakes, J. (1999). Becoming Good American Schools: The Struggle for ...
www.achievementseminars.com/ seminar_series_2007_2008/ oakes.htm
JSD Spring 1997
Keeping track: How schools structure inequality. New Haven, CT: Yale University Press. Project SEED. (1991, July 8). The Dallas Morning News, Monday. ...
www.nsdc.org/ library/ publications/ jsd/ jsds97hill.cfm
Computers as tutors - footnotes
eg Oakes, Jeannie, Keeping Track How Schools Structure Inequality,Yale University Press, 1985; New York Times, Education Life, 4A,14-19,Nov 1, 1992.,Toch, ...
www.cris.com/ ~faben1/ footnotes.shtml
9/27/2005 1 The University of Alabama AEL 669: Curriculum and the ...
Keeping Track: How Schools Structure Inequality (Chpts. 1, 2, 3, 4, 5). Tracking. Unlocking the Tradition. Twenty-five Schools ...
education.ua.edu/ leader/ syllabi/ AEL%20669%20Bauch.pdf