Closing the achievement gap by detracking

Phi Delta Kappan

Volumn 86, Issue 8, 2005, Pages 594-598

  Burris, Carol Corbett ^a   Welner, Kevin G ^b  

^a Rockville Centre Union Free School District   (United States)

^b UNIVERSITY OF COLORADO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 17444387036     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170508600808     Document Type: Article

References (28)

1. Lowell C. Rose and Alec M. Gallup, "The 36th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the Public Schools," Phi Delta Kappan, September 2004, p. 49.
2. James Coleman et al., Equality of Educational Opportunity (Washington, D.C.: U.S. Government Printing Office, 1966).
3. Kevin G. Welner, Legal Rights, Local Wrongs: When Community Control Collides with Educational Equity (Albany: SUNY Press, 2001).
4. Clifford Adelman, Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment (Washington, D.C.: Office of Educational Research, U.S. Department of Education, 1999), available on the Web at www.ed.gov/pubs/Toolbox; Henry Levin, Accelerated Schools for At-Risk Students (New Brunswick, N.J.: Rutgers University, Center for Policy Research in Education, Report No. 142, 1988); Mano Singham, "The Achievement Gap: Myths and Realities," Phi Delta Kappan, April 2003, pp. 586-91; and Jay P. Heubert and Robert M. Hauser, High Stakes: Testing for Tracking, Promotion, and Graduation (Washington, D.C.: National Research Council, 1999).
5. Clifford Adelman, Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment (Washington, D.C.: Office of Educational Research, U.S. Department of Education, 1999), available on the Web at www.ed.gov/pubs/Toolbox; Henry Levin, Accelerated Schools for At-Risk Students (New Brunswick, N.J.: Rutgers University, Center for Policy Research in Education, Report No. 142, 1988); Mano Singham, "The Achievement Gap: Myths and Realities," Phi Delta Kappan, April 2003, pp. 586-91; and Jay P. Heubert and Robert M. Hauser, High Stakes: Testing for Tracking, Promotion, and Graduation (Washington, D.C.: National Research Council, 1999).
6. Clifford Adelman, Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment (Washington, D.C.: Office of Educational Research, U.S. Department of Education, 1999), available on the Web at www.ed.gov/pubs/Toolbox; Henry Levin, Accelerated Schools for At-Risk Students (New Brunswick, N.J.: Rutgers University, Center for Policy Research in Education, Report No. 142, 1988); Mano Singham, "The Achievement Gap: Myths and Realities," Phi Delta Kappan, April 2003, pp. 586-91; and Jay P. Heubert and Robert M. Hauser, High Stakes: Testing for Tracking, Promotion, and Graduation (Washington, D.C.: National Research Council, 1999).
7. Clifford Adelman, Answers in the Tool Box: Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment (Washington, D.C.: Office of Educational Research, U.S. Department of Education, 1999), available on the Web at www.ed.gov/pubs/Toolbox; Henry Levin, Accelerated Schools for At-Risk Students (New Brunswick, N.J.: Rutgers University, Center for Policy Research in Education, Report No. 142, 1988); Mano Singham, "The Achievement Gap: Myths and Realities," Phi Delta Kappan, April 2003, pp. 586-91; and Jay P. Heubert and Robert M. Hauser, High Stakes: Testing for Tracking, Promotion, and Graduation (Washington, D.C.: National Research Council, 1999).
8. Jeannie Oakes, Adam Gamoran, and Reba Page, "Curriculum Differentiation: Opportunities, Outcomes, and Meanings," in Philip Jackson, ed., Handbook of Research on Curriculum (New York: Macmillan, 1992), pp. 570-608.
9. Welner, op. cit.
10. Frederick Mosteller, Richard Light, and Jason Sachs, "Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size," Harvard Educational Review, vol. 66, 1996, pp. 797-843; Robert Slavin, "Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis," Review of Educational Research, vol. 60, 1990, pp. 471-500; and James Kulik, An Analysis of the Research on Ability Grouping: Historical and Contemporary Perspectives (Storrs, Conn.: National Research Center on the Gifted and Talented, University of Connecticut, 1992).
11. Frederick Mosteller, Richard Light, and Jason Sachs, "Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size," Harvard Educational Review, vol. 66, 1996, pp. 797-843; Robert Slavin, "Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis," Review of Educational Research, vol. 60, 1990, pp. 471-500; and James Kulik, An Analysis of the Research on Ability Grouping: Historical and Contemporary Perspectives (Storrs, Conn.: National Research Center on the Gifted and Talented, University of Connecticut, 1992).
12. Frederick Mosteller, Richard Light, and Jason Sachs, "Sustained Inquiry in Education: Lessons from Skill Grouping and Class Size," Harvard Educational Review, vol. 66, 1996, pp. 797-843; Robert Slavin, "Achievement Effects of Ability Grouping in Secondary Schools: A Best-Evidence Synthesis," Review of Educational Research, vol. 60, 1990, pp. 471-500; and James Kulik, An Analysis of the Research on Ability Grouping: Historical and Contemporary Perspectives (Storrs, Conn.: National Research Center on the Gifted and Talented, University of Connecticut, 1992).
13. Roslyn Mickelson, "Subverting Swann: First- and Second-Generation Segregation in Charlotte-Mecklenburg Schools," American Educational Research Journal, vol. 38, 2001, pp. 215-52; Robert Slavin and Jomills Braddock II, "Ability Grouping: On the Wrong Track," College Board Review, Summer 1993, pp. 11-17; and Welner, op. cit.
14. Roslyn Mickelson, "Subverting Swann: First- and Second-Generation Segregation in Charlotte-Mecklenburg Schools," American Educational Research Journal, vol. 38, 2001, pp. 215-52; Robert Slavin and Jomills Braddock II, "Ability Grouping: On the Wrong Track," College Board Review, Summer 1993, pp. 11-17; and Welner, op. cit.
15. Roslyn Mickelson, "Subverting Swann: First- and Second-Generation Segregation in Charlotte-Mecklenburg Schools," American Educational Research Journal, vol. 38, 2001, pp. 215-52; Robert Slavin and Jomills Braddock II, "Ability Grouping: On the Wrong Track," College Board Review, Summer 1993, pp. 11-17; and Welner, op. cit.
16. Samuel Lucas, Tracking Inequality: Stratification and Mobility in American High Schools (New York: Teachers College Press, 1999).
17. Beth E. Vanfossen, James D. Jones, and Joan Z. Spade, "Curriculum Tracking and Status Maintenance," Sociology of Education, vol. 60, 1987, pp. 104-22.
18. John Ogbu, Black American Students in an Affluent Suburb (Mahwah, N.J.: Erlbaum, 2003).
19. Levin, op. cit.; and Slavin and Braddock, op. cit.
20. Levin, op. cit.; and Slavin and Braddock, op. cit.
21. Jeannie Oakes and Amy Stuart Wells, "Detracking for High Student Achievement," Educational Leadership, March 1998, pp. 38-41; and Susan Yonezawa, Amy Stuart Wells, and Irene Sema, "Choosing Tracks: 'Freedom of Choice' in Detracking Schools," American Educational Research Journal, vol. 39, 2002, pp. 37-67.
22. Jeannie Oakes and Amy Stuart Wells, "Detracking for High Student Achievement," Educational Leadership, March 1998, pp. 38-41; and Susan Yonezawa, Amy Stuart Wells, and Irene Sema, "Choosing Tracks: 'Freedom of Choice' in Detracking Schools," American Educational Research Journal, vol. 39, 2002, pp. 37-67.
23. Maureen Hallinan, "Tracking: From Theory to Practice," Sociology of Education, vol. 67, 1994, pp. 79-91; and Tom Loveless, The Tracking Wars: State Reform Meets School Policy (Washington, D.C.: Brookings Institution Press, 1999).
24. Maureen Hallinan, "Tracking: From Theory to Practice," Sociology of Education, vol. 67, 1994, pp. 79-91; and Tom Loveless, The Tracking Wars: State Reform Meets School Policy (Washington, D.C.: Brookings Institution Press, 1999).
25. Carol Corbett Burris, Jay P. Heubert, and Henry M. Levin, "Math Acceleration for All," Educational Leadership, February 2004, pp. 68-71.
26. Carnegie Council on Adolescent Development, Turning Points: Preparing American Youth for the 21st Century (New York: Carnegie Corporation, 1989); Ability Grouping and Tracking: Current Issues and Concerns (Washington, D.C.: National Governors Association, 1993); and National Research Council, Engaging Schools: Fostering High School Students' Motivation to Learn (Washington, D.C.: National Academies Press, 2004).
27. Carnegie Council on Adolescent Development, Turning Points: Preparing American Youth for the 21st Century (New York: Carnegie Corporation, 1989); Ability Grouping and Tracking: Current Issues and Concerns (Washington, D.C.: National Governors Association, 1993); and National Research Council, Engaging Schools: Fostering High School Students' Motivation to Learn (Washington, D.C.: National Academies Press, 2004).
28. Carnegie Council on Adolescent Development, Turning Points: Preparing American Youth for the 21st Century (New York: Carnegie Corporation, 1989); Ability Grouping and Tracking: Current Issues and Concerns (Washington, D.C.: National Governors Association, 1993); and National Research Council, Engaging Schools: Fostering High School Students' Motivation to Learn (Washington, D.C.: National Academies Press, 2004).