Ability-Tracking, Instructional Time, and Better Pedagogy: The Effect of Double-Dose Algebra on Student Achievement

Abstract

One of the most controversial educational practices among American public schools is the use of ability-tracking of students. Over the years, tracking has received harsh criticism. In fact, policymakers have launched initiatives to discourage tracking across the nation, and started recommending districts place students with different ability levels in the same classrooms (Wheelock 1992). Opponents argue that tracking not only fails to benefit students, but in racially integrated schools, low-track classes have an overrepresentation of minority students. Supporters of the gifted and talented programs maintain that heterogeneous classes inhibit bright students from learning, and that bright students only languish in mixed ability classes.