Loveless, T. (2021). Does detracking promote educational equity? Brookings. https://www.brookings.edu/articles/does-detracking-promote-educational-equity/
This article explores the history and research on tracking and detracking in United States mathematics courses. Criticisms of tracking highlight its role in exacerbating disparities, particularly along racial and socioeconomic lines. Many researchers and educators advocate for detracking math classrooms to promote equity. However, some argue that although determining students’ secondary math opportunities in elementary school is a disservice, homogenous grouping approaches better serves students by catering to their varying abilities. The author summarizes what is known in the field about tracking and grouping in mathematics instruction and emphasizes the importance of ensuring all students have access to high-quality math curriculum and opportunities.
NCSM: Leadership in Mathematics Education. (2023). Supporting all students through flexible grouping practices. https://www.mathedleadership.org/wp-content/uploads/2023/10/49085_Flex-Grouping-Position-Paper_digital-version.pdf
This article advocates for flexible and equitable grouping strategies in math classrooms with diverse student needs, allowing all students to engage with appropriate levels of mathematics. The author opposes ability grouping, which perpetuates inequities, and instead promotes strengths-based, differentiated grouping within a heterogeneous classroom that adapts to students' current understanding and readiness for more advanced content. To implement these practices effectively, schools should use varied grouping strategies, regularly reassess groupings, and provide professional development to ensure equitable access to high-quality mathematical instruction for all students.
Santa Clara Unified School District. (n.d.). Secondary math pathways. https://www.santaclarausd.org/about-us/departments/curriculum-and-instruction/secondary-math-pathways
After several years of district leaders communicating with, working with, and seeking input from stakeholders in Santa Clara Unified School District (SCUSD), the school board approved new math courses pathways for 6th-12th graders in fall 2023. While students have several options for whether and when to have compaction points and which advanced math courses to take, all pathways require 9th graders to take Geometry. While SCUSD district leaders will share information about the pathways during our meeting (as well as the history of and motivations for their decisions), the frequently asked questions and answers provided here will help meeting attendees understand how and when students are placed in their secondary math classes.