Technology in the diverse classroom

¶ … Against Student Tracking

Student tracking involves categorizing students according to their learning ability and placing them in classes based on this. Advanced students are placed together and students of lower ability are placed together. While this is common practice in schools there are several education bodies calling for its abolition. There are several reasons given for the abolition of student tracking: that it widens the gap between advantages and disadvantaged students; that it separates students by race and class; and that an inclusive classroom where every student learns from each other is better for students, socially and academically.

Firstly, student tracking is said to widen the gap between advantaged and disadvantaged students. Ascher (1992) notes that there is evidence that high achievers do better in accelerated classes. While this is beneficial to the students in these accelerated classes, it actually widens the gap between them and the average student. This is also true because the average student does not have access to the same learning opportunities as the accelerated group. As Ascher (1992) describes, accelerated students benefit, not because of the nature of the group, but because of the improved curriculum. This improved curriculum could be just as beneficial to the average student. By not providing the average student this same opportunity, the gap is further widened. So far, this evidence shows the accelerated student being advantaged. It would appear that this system is fine for the high achiever, but not for the low achiever. While this is generally true, there is one exception. This relates to how students are rated. If there are a large number of students above average, a high achiever could be placed in the lower group. A higher achiever then, is not only not able to meet their potential, but might find their ability declining due to the poorer curriculum they are taught.

Secondly, student tracking is also said to separate based on race and class. Ascher (1992) notes that student tracking and ability grouping is increased "when there are sizable enrollments of black and Hispanic students." It is also said that "tracking is a major contributor to the continuing gaps in achievement between disadvantaged and affluent students and between minorities and whites" (Ascher 1992). Both affluent and white students are likely to be placed in the accelerated group because of their upbringing. This is not a measure of their natural ability, but a measure of their lifestyle advantages. Black, Hispanic or other minority groups are just as likely to have equal ability to achieve, the only difference being that they have not had the same opportunity. Student tracking then enhances this by continuing to separate the students and not giving the minority groups the same opportunity. If instead, these students were place together, the minority groups would have access to the same learning and may develop intellectually as much as the affluent, white students.

Finally, an inclusive classroom is better from both a learning and a social perspective. Harry & Milbourne (1999) describe ability grouping as "a sorting process with unsettling social consequences." Society does not accept that people should be grouped by race and class, instead there is a focus on equality and on accepting and understanding others. Beginning this practice in schools is of social benefit to students. Ascher (1992) describes the first of Wheelock's six factors for successful detracking in schools as a culture of detracking. This culture is described as one where "Teachers, parents, and students alike believe in the right and ability of students from every background to learn from the best kind of curriculum. They are also convinced that all students can gain academically and socially from learning together and from each other" (Ascher 1992). These are the factors of an inclusive classroom. In this environment, students learn to work with each other and recognize each other's differences. This is beneficial as a social skill that will be required in real life. At the same time, working with different people challenges individuals academically. Each student has various skills and these are different from those of others. Separating students based on 'advanced' or 'not advanced' fails to recognize the range of skills and abilities that could be present. Allowing this diversity in the classroom means that every student can learn from the specific abilities of the others. This is challenging to the advanced student as well as the average one.