Tracking in Schools - Trust

Our discussion on tracking last week was quite heated, and opened my eyes in a lot of different ways, because it allowed me to realize the depth and breadth of tracking and what comes with it. I feel like this is such a hard one to tackle, because to change it would be to reevaluate everything we hold dear in teaching students. What I mean by this is a more holistic approach that does not necessarily use a system of levels or tracks to box them into a particular style or level of learning. The reason that this is such a hard thing to do is that it requires the system as it stands to be completely uprooted and flipped on its head. This would mean making new teachers that understand what the new system is, and having intensive professional development for those who are already teaching. Is it impossible? Probably not. Is it extremely difficult? I would say so. The idea of tracking is not a bad one, because it allows for differentiated instruction, just within the school as opposed to the classroom. The problems that come up with this system are the ones that the students feel; the stigma of being in a lower class, or perhaps the segregated nature of the different levels. The fact that this is not a hypothetical system like the last one is what makes it a problem. There are thousands of students that struggle with the tracking system everyday. The issue is that large schools would rather do it in this very impersonal way that services their main criteria than to do more work and benefit the students' needs. This is the systemic issue that needs changing before we can fix tracking, or replace it altogether.