To Track, Or Not To Track? That Is The Question.

Last week's discussion of tracking in the public education system led to one of the more heated and excited discussions we've had in our Professional Development Sessions. Many great point were brought up on either side of the topic, which was the first in which we were able to choose which side we argued for. I found myself drawn towards the pro-tracking side due to what I believe is its benefit to exceptional students and the room it provides for them to stretch their wings. However I could not ignore the plight of those in the slower tracks. Students in those tracks are often feel inferior to those in the upper tracks, and this is not helped by the fact that the lower tracks are, more often than not, filled with minorities while the advanced groups are stocked with rich white kids. So is the answer to this problem to eliminate tracking entirely? My belief is that it is not. Tracking is a tool, but like any tool, if used improperly it can damage the users. So the way to fix tracking and education is to focus on giving students an equal chance and better opportunity in lower school so that when students really begin to distinguish themselves in middle and high school they are representative of their actual ability, not the socio-economic hand they were dealt at birth. The tracks must also be reformed. The same attention and support given to the upper tracks must be given to the lower tracks so that they are operating at the peak of their ability and not left behind because they did poorly on a test. Tracking is not the problem with the education system, the education system is the problem with tracking.