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In the 1960s, sociologist Talcott Parsons conducted a study that analyzed the deteriorating conditions of the nations public schools, and he concluded that children’s futures were permanently sealed as early as elementary school (Sadker, and Zittelman 80-84). Schools began deciding children’s futures based on the idea of “tracking”, the process in which students are placed into separate groups based on their supposed academic ability. This labeling system actually lowers the likelihood of the child’s academic progress, prevents them from being prepared for a four-year-college, and limits the amount of qualified workers in America. The lowering standards of America’s public schools has caused children to receive an inadequate education, therefore, causing severe ramifications that hinder economical progress and likelihood of the individual’s success.

Tracking began with the concept that children who did not learn at a fast pace should be placed with kids who had similar abilities. Therefore, creating a homogenous classroom would allow teaches to review material at a slower rate in order to accommodate the students. Teachers who supported tracking agreed, “In heterogeneous classes, bright students get bored, while slower students have trouble keeping up, and we lose our most talented and our most needy students” (Sadker, and Zittelman 80-84). A child is first placed on a track in elementary school based on their test scores and will stay on the on their track until they graduate high school. However, these children are learning at a slower rate and have been given easier material, causing them to never challenge themselves or become confident in their abilities.

Children who are placed on lower tracks are given lower standards and, consequently, are constantly trying to learn at the necessary pace that will prepare them for the future. Research has proved that when children are told they are not capable of being responsible or they cannot adequately learning the material they will unconsciously change their behavior to match their treatment. In the 1970s, Ray Rist observed a kindergarten class in a low-income urban school. The kindergarten teacher had separated the class into the “fast learners” and the “slow learners” based on arbitrary factors such as physical appearance, socioeconomic status, and language usage (Sadker, and Zittelman 80-84). The kindergarten teacher expected more from the “fast learners” and gave them more instruction, encouragement, and attention. Eventually, Rist noticed that the “slow learners” were developing self-degradation attitudes and hostility toward other classmates. By lowering the standards of these small children, the teacher had shaped their academic capabilities and ensured that they would not be given the opportunity to prove that they were capable of harder work.

Not only does tracking harm the individual early in their academic career, but many children are actually pushed through the system without improving at all, which causes them to be ill-prepared for any academic challenges. Because they are not prepared, these children will drop out of high school after a few years and their chances of escaping poverty or low-income households disappear completely. A school where over 40% of the children don’t graduate on time is known as a “drop-out factory”, and there are over 2,000 of these schools in America. Lock High School, one of the countries worst “drop-out factories”, loses over 800 students between freshman and sophomore year (Waiting for “Superman”). The reason why is because the kids who have never been given the encouragement or opportunity to prove themselves never developed the confidence or academic capability to flourish in a school environment.

Because of the effects of the tracking system, over 3,030,000 high school students drop out annually and 8,300 students drop out each day. Unfortunately, 90% of the jobs in America require a high school diploma so many of these students are forced to accept low-income jobs and have no means of acquiring higher prospects (“High School Dropout Statistics”). Consequently, there are 123 million jobs considered to be high skill and high paying jobs, but only 50 million American’s are considered qualified for these positions (Waiting for “Superman”). Bill Gates even argues, “We cannot sustain an economy based on innovation unless we have citizens that are well-educated in math, science, and engineering. If we fail at this, we won’t be able to compete in the global economy” (Waiting for “Superman”). Without improving the education system and helping the children who have already been damaged, competent students will not support the economy. Instead, the United States will be forced to accept international workers who are more qualified then the young adults here.

If children in low-income neighborhoods who are not confident in their academic abilities want to succeed in the global economy then the education system needs to make forward progress. For many families who cannot afford a private education, charter schools have become the best alternative. One of the best examples of charter schools in America are KIPP Public Charter Schools, which are college-preparatory public schools that help kids in low-income neighborhoods academically succeed. Today, there are over 120 KIPP schools across the country and 90% of those kids will attend and be prepared for a four-year college (“Knowledge is Power Program”). Not only are their academic achievements enormous, but also individuals are not accepted into the KIPP program based on prior academic record, conduct or socioeconomic background. Because of this, unsuccessful, unconfident students admitted into the program make enormous progress because of the higher expectations and the constant support they receive. By the end of 8^th grade, 62% of KIPP students outperform their national peers in math and 57% outperform their peers in reading, proving that this kind of education system is highly successful (“Knowledge is Power Program”).

However, there are still educators who fiercely support the tracking system and in some very rare cases the system has proven to be successful. In 2005, 140 primary schools in Kenya received funds from the International Child Support (ICS) organization that allowed many of them to gain another teacher (Duflo, Dupas, and Kremer). The teachers split the students into two classes based on prior academic performance and results showed that the students benefitted from being separated into smaller groups. But in this example there were several different factors that contributed to these students success. The teachers might not have treated the other students unfairly, but rather began to better instruct her students based on their needs. Splitting the classes was also beneficial for the students probably because of their large class sizes. By making classes smaller, the environment allows individuals to pay attention more and learn the material more quickly. But this particular case cannot be used to support tracking, because of specific conditions that allowed it to become successful.

No matter how difficult it is to change the system, the idea of tracking needs to either be significantly adjusted or abolished altogether.

Further conclusion.

Citations

Sadker, David Miller, and Karen R. Zittleman. “The Practice of Tracking in Schools.” Trans. Array Teachers, Schools and Society: A Brief Introduction to Education. Columbus, OH: McGraw-Hill Higher Education, 80-84. Web. 20 Mar. 2013. <http://www.education.com/reference/article/Ref_Other_Side_Tracks/>.

Guggenheim, Davis, dir. Waiting for “Superman”. Prod. Chilcott Lesley. 2010. Film. 20 Mar 2013. <http://www.takepart.com/waiting-for-superman>.

“Knowledge is Power Program.” KIPP Public Charter Schools. N.p., n.d. Web. 20 Mar 2013. <http://www.kipp.org/question3>.

Duflo, Esther, Pascaline Dupas, and Michael Kremer. “Can Tracking Improve Learning.” Educationnext. 9.3 (2011): n. page. Web. 20 Mar. 2013. <http://educationnext.org/tracking-improve-

“Tracking.” Education Week. 4 Aug 2004: n. page. Web. 20 Mar. 2013. <http://www.edweek.org/ew/issues/tracking/>.

“High School Dropout Statistics.” Statistic Brain. N.p., 10 12 2012. Web. 21 Mar 2013. <http://www.statisticbrain.com/high-school-dropout-statistics/>.

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