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    ACA Essay Jip Duijn Final

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    jipduyn
    The document argues that academic tracking should be abolished. It claims that tracking contributes to school segregation by disproportionately placing low-income students and students of color in lower-level courses with less experienced teachers and fewer resources. This limits their growth potential and perpetuates inequalities. The document also asserts that misplacement in lower tracks increases disengagement and dropout rates, jeopardizing students' education and future prospects. While mixed-ability classes pose challenges, research shows inclusive classrooms promote achievement, diversity, and skills through differentiated instruction. Overall, the document argues tracking hinders opportunities and institutions should create equitable, inclusive learning environments for all students.

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    ACA Essay Jip Duijn Final

    Uploaded by

    jipduyn
    26 views4 pages
    The document argues that academic tracking should be abolished. It claims that tracking contributes to school segregation by disproportionately placing low-income students and students of color in lower-level courses with less experienced teachers and fewer resources. This limits their growth potential and perpetuates inequalities. The document also asserts that misplacement in lower tracks increases disengagement and dropout rates, jeopardizing students' education and future prospects. While mixed-ability classes pose challenges, research shows inclusive classrooms promote achievement, diversity, and skills through differentiated instruction. Overall, the document argues tracking hinders opportunities and institutions should create equitable, inclusive learning environments for all students.

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    The document argues that academic tracking should be abolished. It claims that tracking contributes to school segregation by disproportionately placing low-income students and students of color in lower-level courses with less experienced teachers and fewer resources. This limits their growth potential and perpetuates inequalities. The document also asserts that misplacement in lower tracks increases disengagement and dropout rates, jeopardizing students' education and future prospects. While mixed-ability classes pose challenges, research shows inclusive classrooms promote achievement, diversity, and skills through differentiated instruction. Overall, the document argues tracking hinders opportunities and institutions should create equitable, inclusive learning environments for all students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    26 views4 pages

    ACA Essay Jip Duijn Final

    Uploaded by

    jipduyn
    The document argues that academic tracking should be abolished. It claims that tracking contributes to school segregation by disproportionately placing low-income students and students of color in lower-level courses with less experienced teachers and fewer resources. This limits their growth potential and perpetuates inequalities. The document also asserts that misplacement in lower tracks increases disengagement and dropout rates, jeopardizing students' education and future prospects. While mixed-ability classes pose challenges, research shows inclusive classrooms promote achievement, diversity, and skills through differentiated instruction. Overall, the document argues tracking hinders opportunities and institutions should create equitable, inclusive learning environments for all students.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    The Downside of Academic Tracking

    AN ARGUMENTATIVE ESSAY ON WHY ACADEMIC TRACKING


    SHOULD BE ABOLISHED

    Student: Jip Duijn, 500780215


    Group: V1C
    Teacher: Chantal Horselenberg
    Module: Academic Argumentation
    Tutor: Gizem Koc
    Hogeschool van Amsterdam
    Faculteit Onderwijs en Opvoeding
    09-06-2023
    In the pursuit of knowledge and academic excellence, educational institutions have long
    used the practice of tracking students based on perceived academic ability. On the surface,
    this approach seems logical as it promises tailored instruction to meet individual needs.
    However, beneath the surface lies a contentious issue that cannot be overlooked: the
    adverse consequences of tracking on students' growth potential and the perpetuation of
    school segregation. By classifying the students into different academic tracks, often based on
    subjective assessments, we inadvertently create divisions that limit opportunities, reinforce
    inequalities and hinder the overall progress of education. The time has come to critically
    examine the practice of tracking and question its effectiveness in promoting inclusive and
    equitable learning environments. Teaching multiple-level classes might be challenging for
    educators, but the practice of tracking students based on perceived abilities restricts
    potential growth and contributes to high dropout rates when done faultily, therefore
    tracking based on ability should be abolished in schools.
    Tracking students by academic ability leads to restricted growth potential by contributing to
    school segregation. According to research by Kalogrides & Loeb (2013), tracking contributes
    to school segregation by disproportionately placing students of colour and low-income
    students in lower-level courses. Schools with high percentages of black, Asian, and Hispanic
    students were more likely to have tracking systems in place than schools with fewer minority
    students. Moreover, these students were more likely to be placed in lower-level courses.
    This unequal distribution of resources can have lasting effects on students' academic
    performance and potential. Low-income students and students of colour are more likely to
    be placed in classrooms with less experienced teachers, who may not have the skills or
    training necessary to meet the needs of their students. Moreover, tracking can result in a
    concentration of low-income students in lower-level courses, which often have fewer
    resources than higher-level courses (Kalogrides & Loeb, 2013). Students in lower-level
    courses may not have access to the same extracurricular activities, advanced coursework, or
    academic support services as students in higher-level courses. This could possibly limit their
    exposure to opportunities that may be critical for success in college and beyond. As a result,
    students who are tracked into lower-level courses may face restricted growth potential,
    perpetuating inequalities in education and hindering their opportunities for success. In
    conclusion, tracking students by academic ability can contribute to school segregation and
    perpetuate existing inequalities in education. By concentrating low-income students and
    students of colour in lower-level courses with less experienced teachers and fewer
    resources, we risk limiting their growth potential and perpetuating the achievement gap.

    Assigning students to the wrong academic track can have significant consequences, as
    research has shown that students who are wrongly placed in lower-level tracks are more
    likely to become disengaged, discouraged, and ultimately drop out of school. In a study done
    by Werblow et al. (2013), it was found that there is a large disparity between drop-out rates
    of students in college-preparatory tracks and students in non-academic tracks. Where
    students in college-preparatory tracks have a 24,0% chance of dropping out, their peers in
    non-academic tracks have a 76,0% chance of leaving school prematurely. This substantial
    difference highlights the detrimental impact of misplacement on students' educational
    trajectories. Furthermore, the study zeroes in on the urgent need to accurately assess
    students' abilities and place them in appropriate academic tracks to provide them with the
    necessary support and resources for success. Failing to do so not only jeopardises their
    educational attainment but also has far-reaching consequences for their future prospects

    PAGINA 1
    and opportunities. Therefore, it is crucial for educational institutions to implement effective
    measures to ensure proper student placement, fostering a conducive environment that
    promotes engagement, motivation, and long-term academic achievement.

    Some people might argue that mixed-ability classes may pose a significant challenge for
    teachers, who must balance the needs of students with different abilities and backgrounds.
    These concerns certainly have value. However, in response to the counterargument that
    mixed-ability classes present significant challenges for teachers, it is important to note that
    while this may be true, research has shown that inclusive classrooms offer a multitude of
    benefits. According to a study by Suprayogi et al. (2017), teachers can implement
    differentiated instruction strategies to support all students in mixed-ability classrooms. This
    approach involves tailoring instruction to meet the diverse needs and abilities of individual
    learners. By using a variety of teaching methods, such as small group instruction and
    individualized learning plans, teachers can help all students achieve their full potential.
    Furthermore, inclusive classrooms promote diversity and empathy, which are crucial skills
    for success in the real world. By interacting with peers who have different backgrounds and
    abilities, students can develop a greater understanding and appreciation for differences.
    Although, while mixed-ability classes do present challenges for teachers, the benefits of
    inclusive classrooms are too great to ignore. By implementing differentiated instruction
    strategies, teachers can support all students and create a more equitable learning
    environment.

    In conclusion, the practice of tracking students by academic ability contributes to school


    segregation, perpetuates existing inequalities, and hinders students' opportunities for
    success. Research demonstrates that tracking disproportionately places students of colour
    and low-income students in lower-level courses, leading to a concentration of resources in
    higher-level courses and limiting the growth potential of those in lower-level tracks. This
    unequal distribution of resources has lasting effects on students' academic performance and
    restricts their access to crucial opportunities for advancement. Moreover, misplacement in
    lower-level tracks increases the likelihood of disengagement and dropout rates, further
    jeopardizing students' educational attainment and future prospects. While concerns about
    the challenges of mixed-ability classes are valid, research highlights the benefits of inclusive
    classrooms, where differentiated instruction strategies can be implemented to support all
    students. Inclusive classrooms not only promote academic achievement but also foster
    diversity, empathy, and essential skills for success in the real world. Therefore, it is
    imperative for educational institutions to reassess the practice of tracking and instead create
    inclusive learning environments that provide equitable opportunities for all students to
    thrive and reach their full potential. By doing so, we can work towards dismantling school
    segregation and ensuring a fair and inclusive education system for all.

    PAGINA 2
    Reference list

    Kalogrides, D., & Loeb, S. (2013). Different Teachers, Different Peers. Educational

    Researcher, 42(6), 304–316. https://doi.org/10.3102/0013189x13495087

    Suprayogi, M. S., Valcke, M., & Godwin, R. (2017). Teachers and their

    implementation of differentiated instruction in the classroom. Teaching and

    Teacher Education, 67, 291–301. https://doi.org/10.1016/j.tate.2017.06.020

    Werblow, J., Urick, A., & Duesbery, L. (2013). On the Wrong Track: How Tracking

    is Associated with Dropping Out of High School. Equity & Excellence in

    Education, 46(2), 270–284. https://doi.org/10.1080/10665684.2013.779168

    PAGINA 3

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