When Pierrce Holmes entered ninth grade, his school put him in 9C, a lower-level algebra class. Before then, Holmes had always earned good grades in math — mostly As — and when he found out his ...

The school tracking wars of the 1990s have faded. Most educators have concluded that tracking – grouping by ability in specific subjects – generally hurts low-income students and doesn’t help the well ...

High school math should be more practical, more engaging, and without tracking systems that place some students — often low-income, African-American or Latino — in less challenging classes that leave ...

An emotional, racially charged debate over whether to sort students into higher and lower tracks that has unfolded in school districts across the country in recent years is now underway on its biggest ...

In the late 1980s, when I began writing about education, there were lively debates over whether students should be “tracked” into different academic classes based on their abilities. Some things never ...

More than half of U.S. states now recognize that their traditional approaches, including math tracking, often advantage an elite few while overlooking the needs of the broader student population.

A major association of math teachers has issued a call for rethinking math education in pre-K–12. Among the recommendations: to stop the practice of student and teacher tracking and to focus on ...

What happens when the systems in which we teach no longer work for the students we serve? Do we hunker down and just teach? Or do we speak up publicly about the structures that perpetually hold ...