Entry # 31:
Tracks Never Meet

As a student teacher, I worked with a wonderful colleague who had a strong math background. When the class was a little too noisy she'd call out, " vertical" or some other directional word and the whole room would illustrate the word with their arms. One of the directions was parallel, and to help the students remember its meaning she talked about train tracks that never met.

It's these tracks that never meet that are on my mind today. Specifically, I'm thinking about tracks of students in their separate and often unequal classes. However, I'm not just thinking about this or that tracked class, I'm thinking about whole schools that are tracked and the breakdown of any real sense of community in the world of "rapid", "star," "honors," and "advanced placement" sorting.

The discussion of tracking in our schools, here in Philadelphia, is being held under the threat of widespread abandonment of our system by white (translated as bright) students. We are told repeatedly that if we press our point and de-track the schools, those white families that haven't fled from the city will do so in short order.

A letter to the editor in yesterday's Inquirer accused opponents of tracking of being forces who were more interested in political correctness than quality education.

I liked tracking

As one who was tracked, albeit in Catholic school, and the parent of four public school students, who were similarly sorted, I thought I'd better really dig into this thorny problem before I started telling others what I felt was best for "their" kids.

Starting with my own experience, I liked tracking. I enjoyed having classes where everyone was doing their homework and you weren't a nerd for participating. I didn't think about the fact that my classes were all white -- unless you counted gym or lunch.

I also didn't think about the fact that we were treated differently in our classes, often by the very same instructors. It never crossed my mind that the teachers liked us more, gave us more room to grow, treated us with more respect...until now.

In eleventh grade I was removed from my English class, along with nine others. The class was overcrowded and they just took the first ten out alphabetically. They placed us in "Track Two" and my misery began.

English was one of my favorite classes, but in Track Two there was no happiness, only drudgery. I started the term like any other. I read my assignment. I thought about the reading and was ready to talk about it too. When asked for an opinion, I willingly volunteered one, but it was to be my last.

The instructor belittled my ideas and said, "You really think you're smart, don't you Miss Bambino?" I did not answer. I did not read another book that year. I coasted. I listened to the teacher's ideas and I gave them back on tests. I learned nothing of value.

While I did dislike the teacher, I blamed the whole class for my predicament. I thought the instructor was mean and that I was unlucky to be in this group of students who weren't interested in doing their work.

In my youth, I didn't connect the fact that these students were always treated like they had nothing to say with the reality of their non-participation. Even though I responded to the instructor's disrespect by opting out, I had no appreciation of the teacher's role in setting the tone for the entire classroom. I just hated English that year.

And my kids were tracked

When my own children attended school, I wanted them to take advantage of every possible opportunity. They were tested for the Mentally-Gifted (MG) program and they all participated in it.

As MG students they went on additional trips, participated in special projects and were generally treated very respectfully by all of their teachers. As the parent of MG kids, I was afforded special treatment as well. I sometimes challenged this "good parent" treatment, but I now see I challenged attitudes without focusing on the structures they supported.

When it came time for middle school, our kids left their elementary schools and attended the academic magnet program clear across town. I didn't notice that their instruction improved, but hey, they were in a better atmosphere, or so the thinking went.

At the middle magnet my daughter came home with stories about student unrest. She asked if we'd support her if she participated in a walk-out over the disrespect shown students of color. We said we'd support her decision. The walk-out never happened, the principal met with the students and heard their grievances. The kids were placated, but nothing changed.

As a parent, I did little to challenge the widespread practice of tracking and or its negative bias toward children of color. Instead of challenging the situation across the board, wearing both my parent and teacher hats, I simply tried to model something different in my own classroom.

I accepted too much

As a new teacher, I decided that the practices and opportunities afforded "gifted" kids were nothing more than good teaching, pure and simple. While these ideas and approaches served me well as a classroom teacher, I now see that I should have made my views public as a parent and as a teacher. Not doing so, and complying with the status quo, was the same as agreement with the ongoing stratification of children. In the harsh light of day, my inaction meant accepting much that was racist.

As a teacher, I now question why bright kids must be separated to succeed. If in fact they are pressured by peers to be less than active participants, perhaps we should look beneath the surface for the real reasons so many kids opt out. Do they refuse to participate in a curriculum that renders them invisible or are they simply unable to make the grade?

It's easier for us as teachers to talk about "these kids today" than to confront our own bias or shortcomings in the classrooms. It's easier to separate kids than to differentiate our instruction so all our students can join the conversation.

At 16, I was more than willing to dismiss other students as less capable, but now I have a different set of experiences to inform my view. In a classroom where multiple perspectives are valued and students are assessed in multiple formats, everyone improves. I've seen it. I know how powerful a mixed ability classroom can be.

Tracking equals segregation

I believe it was Jesse Jackson, at NMSA in Orlando, who spoke of raising the water level so that all boats floated higher. He wasn't willing to have some kids in rafts, some in long boats and others in yachts.

The research says that differentiation is the way to go, not homogeneity. Standards need not be lowered and it is an affront to all who learn differently that different has been equated with substandard.

Differentiation and heterogeneous groupings mimic our world and offer the possibility of real community. However, this possibility will never become a reality if we persist in tracking our kids. Community will only develop if we mix our kids and stand ready to forge connections between them. Proximity without leadership will not further our goals of quality instruction for all students.

One of my oldest friends is coming by in a few minutes. She is a pharmacist at a major NY hospital. If I hadn't been placed in track two English, way back in 1970, I'd probably never had met her. I wonder how many others I didn't meet, what we had to offer each other, what I might have learned from them and vice versa?

As a child, I was flattered to be treated as part of the elite. Our children need support, not flattery. They need leadership if they are to become leaders in a diverse society. They don't need further separation or the ignorance and misunderstanding that result from it.

The ball is in our court and our children are watching. Tracking equals segregation. It did when I was a student, and it still does today. We are at a crossroads and it's time to choose for ourselves as teachers and for all of our students. In 1963 Dr. King asked, "Will we choose chaos or community?" The question is the same, but the stakes (if not the boats) are rising higher and higher.


[Editor's note: Deb is co-moderator of the MiddleWeb listserve.]

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Deborah:

I am moved and inspired by your passion on this topic. Why can't all classrooms have the highest level of education available? Do teachers lower expectations as not to disappoint themselves, or have students lowered their expectations after years of being stuck in the tracks, or ruts, of such a classification system?

I am currently a college student majoring in education for grades 5-8, and I was not aware that tracking is synonymous with racism. Maybe I misinterpreted what you were saying, but are not students of all ethnic backgrounds subject to tracking? Or, are you saying that minorities are overwhelmingly represented in the slower tracks?

As a student, I have personally experienced the joy of learning in an honors class conducted by an exciting professor and surrounded mostly by students who care about learning. Unfortunately, I have also experienced the drudgery of being in a class of students who could care less, conducted by a professor who shared the same attitude. I guess my concern is that the answers are not so simple as to expect all classrooms to be run in the same manner as an honors class. Maybe I am shortsighted - I hope so! Thanks for expressing your thoughts. Teachers like you bring hope to students like me who believe that teachers should be passionate and care about issues that affect this profession.

Sincerely,

Lee Ann


DEB RESPONDED:

Hi Lee Ann,

Thanks for writing to me. I'm trying to figure out the relationship between lowered expectations and bias toward kids and the opting out that seems so prevalent. Which comes first? I believe all kids are curious, but they get shut out and shot down frequently. I just experienced some extreme negativity toward second graders and the teacher was not open to any advice about changing her approach. After just one visit these same kids were running up and hugging me in the yard...a little kindness went a very long way, if you know what I mean.

In terms of race, I think you'll find that children of color and kids from lower socio-economic strata are disproportionately placed in lower tracks. Along similar lines you'll find mostly males and large numbers of minority males in Spec. Ed. I have had a few kids that were classified Spec. Ed in my classes, who I found to be bright and articulate. I never understood why these boys, both of whom were African American, were considered Special.

Good luck in your studies!

Deb