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Essay / Research Paper Abstract
6 pages in length. The educational experience is meant to provide a comprehensive and well-rounded approach to the objective of learning; when students are divided by and taught within stringent criteria, the capacity for expansive knowledge is significantly stunted. The extent to which tracking serves to detach students from new experiences and each other by placing them within the confines of regimented, uniform study is both grand and far-reaching; that such division not only cultivates but also perpetuates such social ills as class and racial status speaks to the impact administrators very obviously do not take into account with such a divisive program. Bibliography lists 4 sources.
Page Count:
6 pages (~225 words per page)
File: LM1_TLCTracking.rtf
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Unformatted sample text from the term paper:
The extent to which tracking serves to detach students from new experiences and each other by placing them within the confines of regimented, uniform study is both grand and far-reaching;
that such division not only cultivates but also perpetuates such social ills as class and racial status speaks to the impact administrators very obviously do not take into account with
such a divisive program. "The practice of placing students into educational groups based on ability actually creates differences in ability and divides children into groups on the basis of
class and race" (Kean, 1993, p. 31). Group cohesion is a positive concept in the academic atmosphere, inasmuch as it affords students the opportunity to work together as a
team, encourage ideas and respect opinions. However, when group cohesion is limited to only like-minded students to the exclusion of those who do not possess the same scholastic abilities,
it represents discrimination rather assimilation. In effect, students on both sides of the program are being taught they are different from the masses and, as such, must perform accordingly.
One of the worst backlashes of tracking is the arbitrary nature of how students become qualified for inclusion into the program. Kean
(1993) notes how these groupings are based on a "host of ill-defined criteria--everything from test scores to behavior to how much of a fuss a mother can be counted on
to make--encourages even well-meaning teachers and administrators to turn out generation after generation of self-fulfilling prophecies" (p. 31). Segregation of any kind is not meant to cultivate a positive
social sense but instead teaches students that division is permissible; to encourage this type of mindset no matter how otherwise beneficial the objective may be is for school administrators to
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