01/30/98

The Perils of Tracking

When parents and teachers discuss their opinions about the best conditions for student learning, the subject of "tracking" invariably comes up. In educational jargon, "tracking" is called homogeneous grouping, which means that students are grouped according to ability so they can work together from the same texts and progress through the curriculum at approximately the same pace. Opponents of "tracking" favor heterogeneous grouping, which places students of different abilities together to foster cooperative learning, encouraging more capable students to become peer tutors for less capable ones. Elimination of low, medium, high, and honors "tracks" reduces the tendency for students to become typecast in their schooling, often as early as the first or second grade.

I favor heterogeneous grouping of students in each classroom with homogeneous grouping as appropriate for each subject. It is important that the small, homogeneous groups remain highly fluid throughout the year, as well as between years, in order for students to move freely within them as their interests, skills and motivation dictate.

Human development does not occur in a straight, steady line. It moves in fits and starts from month to month and year to year throughout childhood, adolescence, and adulthood. The system of "tracking", which has become entrenched in school curricula in the United States, flies in the face of this fact. Even very young students learn which category they "belong" in, and that designation often sticks with them throughout life. Remember that Einstein's true genius surfaced long after formal schooling. I remind myself to think about such "late bloomers" during each interaction I have with young people as a teacher, parent, friend, or school psychologist.

Making large-group-heterogeneous/small-group-homogeneous grouping work in a dynamic way to respond to the changing needs of individual children is the ultimate challenge to all teaching adults, be they teachers, support staff, medical personnel, administrators, consultants or parents. The payoff for the hard work required to do this is the constant, unfolding enthusiasm of the student for mastery of new learning. When adults never quit on individual students, they never quit on themselves.

As educators, I see it as our mission to work within the school community and its families to inspire adults and students to respect one another as individuals who are all learning and growing together. Problems then become something to solve rather than barriers to progress. Students from other countries, races, or ethnic groups quickly fit into the mix in such an accepting environment.

In my heart every child says, "Take me from where I am today; help me get up when I fall down; and then watch me fly!"

When you were in school, who were the people who helped you develop your unique talents? How did they do it?

Please send questions or comments to bbruno@snet.net.