Will tracking reform promote social equity?

Educational Leadership

Volumn 56, Issue 7, 1999, Pages 28-32

  Loveless, Tom ^a  

^a HARVARD UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033422772     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (25)

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13. Kulik, J. A. (1992). An analysis of the research on ability grouping: Historical and contemporary perspectives. Storrs, CT: National Research Center on the Gifted and Talented.
14. Loveless, T. (1994). The influence of subject matter on middle school tracking policies. Research in Sociology of Education and Socialization, 10, 147-175.
15. Loveless, T. (1998). The tracking and ability grouping debate. Fordham Report, 2(8). Washington, DC: Thomas B. Fordham Foundation.
16. Loveless, T. (1999). The tracking wars: State reform meets school policy. Washington, DC: Brookings Institution Press.
17. Lucas, S. R., & Gamoran, A. (1993). Race and track assignment: A reconsideration with course-based indicators. Working paper. Madison, WI: University of Wisconsin.
18. Oakes, J. (1985). Keeping track. New Haven: Yale University Press.
19. Oakes, J. (1990). Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: Rand.
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21. Public Agenda Foundation. (1994). First things first: What Americans expect from the public schools. New York: Author.
22. Rochester, J. M. (1998). What's it all about, Alfie? A parent/educator's response to Alfie Kohn. Phi Delta Kappan, 80(2), 165-169.
23. Steinberg, L. (1996). Beyond the classroom. New York: Simon & Schuster.
24. Wells, A. S., & Serna, I. (1996). The politics of culture: Understanding local political resistance to detracking in racially mixed schools. Harvard Educational Review, 66(1), 93-118.
25. Wheelock, A. (1992). Crossing the tracks: How untracking can save America's schools. New York: The New Press.