"Getting on Track": Aligning the Achievement Gap Conversation with Ethical Educational Practice

Autor/in	Beard, Karen Stansberry
Titel	"Getting on Track": Aligning the Achievement Gap Conversation with Ethical Educational Practice
Quelle	In: International Journal of Leadership in Education, 22 (2019) 1, S.30-54 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2018.1503821
Schlagwörter	Achievement Gap; Ethics; Elementary Secondary Education; Track System (Education); Equal Education; Critical Theory; Race; African American Students; College Readiness; School Law; Educational Policy; Teacher Effectiveness; Access to Education + Suchen Sie Ihr Suchwort? Ethik; Leistungsgruppe; Leistungsdifferenzierung; Kritische Theorie; Rasse; Abstammung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Law concerning schools; Schulrecht; Politics of education; Bildungspolitik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Research developments on tracking as an educational practice have led to a renewed need to investigate the ways it is conceptualized and operationalized. This article addresses the educational practice of tracking, how it impacts K-12 achievement, its potential for exacerbating inequities, and the ethics of separating students within intellectual spaces. The purpose is to illuminate the common practice of tracking and associated effects through a critical race lens. Research on tracking informs us of the deleterious effects for and on African American students, who comprise the largest population in lower track classes. The findings also shed light on why African American students attend school at the same rate or higher, yet remain the least prepared among their similarly situated peers, for higher educational opportunities. Because the achievement and opportunity gaps remain deeply entrenched in U.S. schooling, student experience, law, policy, ethics, teacher quality and curriculum access, are considered concurrently. The evidence supports the need for "detracking" policies to improve the equitable distribution and overall levels of student well-being and academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01