HD58 - A Study of Tracking and Ability Grouping in Mathematics and Science Courses in Virginia's Secondary Schools
Executive Summary: This study was conducted to determine the status of tracking and ability grouping for mathematics and science courses in the public secondary schools of Virginia as required by House Joint Resolution No. 358. The team sought to integrate the results of current research on the impact of tracking and ability grouping on student achievement with the actual achievement of female, minority and low socioeconomic status students in Virginia's secondary schools. Furthermore, the study team identified incentives which would encourage students to enroll in higher level science and mathematics courses and developed strategies and initiatives to increase the academic achievement of underrepresented students in academic and advanced academic science and mathematics courses. PROCEDURES The study team carefully examined the "Standards for Accrediting Public Schools in Virginia" as an indication of the will and intentions of the State Board of Education and the General Assembly. The study team was guided by the philosophy and direction of the Standard's section on Instructional Program (1988, p. 7, 9). The standard states in part: "3. Each secondary school shall offer options for students to pursue a program of studies in several academic and vocational areas. These options shall include the following: a. Vocational education choices that prepare the student with a marketable skill in one of three or more occupational areas; b. Academic choices that prepare the student for technical or professional programs of higher education; c. Liberal arts choices that prepare the student for college-level studies in the arts and sciences; d. Access to at least two Advanced Placement courses or two college-level courses for credit .... 9. Each middle and secondary school shall provide for the early identification and enrollment of students in a college preparation program with a range of educational and academic experiences that will motivate disadvantaged and minority students to attend college. 10. Each school shall have a program designed to improve the academic achievement and aspirations of culturally disadvantaged students." The study team sought to determine if the practice of tracking and ability grouping could negatively influence a school's ability to fully implement the letter and spirit of the Standard. The team first undertook a literature review to ground its study in the current thinking on tracking and ability grouping. The most prevalent type of tracking and ability grouping is known as tracked homogeneous grouping. In this type of grouping, students with similar abilities are assigned to the same classes or tracks. This assignment results in a class or track with very little, if any, diversity of student ability. The literature review indicates that tracking and ability grouping which assigns students to an inflexible set of courses and instructional practices based upon the students' perceived ability creates students who are labelled as slow and disinterested learners. Major criticisms by the national researchers of the tracking and ability grouping issue are the quality of instruction, segregative tendencies, and expectations of students. Their research has shown that students grouped in low ability classes receive instruction which is not comparable to the quality of instruction that students in higher level classes typically receive. Tracking is also viewed as a force which separates students by race and class. Finally, teacher expectations of low ability students is diminished by the inflexibility of the tracking system and the difficulty of moving between tracks. After a thorough analysis of the literature, the study team developed a Student Enrollment Survey form to collect data from the school divisions in Virginia regarding enrollment and offerings. Other extant data from the Department of Education were also analyzed for the study. Finally, organizations and agencies which have a stake in the education or employability of students were asked for their positions and/or ideas regarding tracking and ability grouping. FINDINGS The study of tracking and ability grouping in Virginia' s secondary schools revealed that black students and low socioeconomic status students were unable to achieve the level of preparation necessary to attempt the challenging advanced academic courses. Opportunities to enroll in the advanced academic courses were limited. All students need access to the prerequisite courses and/or the advanced academic mathematics and science courses. The limited number of offerings in advanced academic courses, particularly in rural divisions of the state, specifically reduces the possibility of a larger number of students acquiring the skills and abilities taught in those courses. According to the findings of this study, tracking and ability grouping appears to have a negative influence on access and achievement for black students and low socioeconomic status students. Consensus indicates that these two groups overlap to a large extent. This compounds the adverse effect for these students. RECOMMENDATIONS On the basis of the findings of this study, the following recommendations are presented. • The Department of Education should determine the extent of the need of those local education agencies which do not offer a varied selection of academic and advanced academic mathematics and science course offerings and provide the assistance necessary to make the appropriate adjustments to their current course offerings. Assistance could take a variety of forms such as the electronic classroom, financial subsidies, and consortium arrangements with neighboring local education agencies and area institutions of higher, learning. • It is recommended that the Department of Education increase opportunities for the enrollment of black and low socioeconomic students in science and mathematics courses through an investigation of tracking and ability grouping practices in elementary and middle schools. These practices may be a strong contributor to the lack of student preparedness for academic and advanced academic mathematics and science courses in high school. • The Department of Education should establish a team to examine the current methods of assigning students to academic and advanced academic mathematics and science courses. The DOE should also establish strategies for the consistent assignment of students to the most challenging courses they can handle. The team should include Department of Education personnel, school administrators, guidance counselors, teachers, and parents. These strategies should be imparted to the local education agencies through a variety of methods such as teacher training, staff development, and in-service workshops. |
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