There are three primary manifestations of stratification in the educational system. Stratification between schools, or school-level stratification, separates
students into facilities with different curricula, standards or resources. Implicit stratification results
from non-academic factors, such as the community, poverty, or tax base. Explicitstratification separates
students on purpose, creating specialty schools to cater to specific skills. Stratification
within schools, also known as tracking, streaming or banding, separates students into different courses of varying standards,
curricula and pedagogy. Placement of students in specific courses is based primarily on perceived academic achievement
levels of students. There are usually three tracks in a tracked school: an upper-level academic
track, a general track, and a low-level (sometimes industrial) track. Stratification
within the classroom, or ability grouping, involves the separation of students by the teacher into homogeneous learning
groups in order to facilitate education of the class as a whole. Pedagogy and curriculum in low-track classrooms closely mirror the pedagogy and curriculum in working-class or high-poverty
schools. Similarly, high-track classrooms reflect suburban upper-middle class schools.
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| Different types of stratification provide students with a unique understanding of their education. |
PEDAGOGY AND CURRICULUM IN THE LOW TRACK Knowledge is static. Students
receive the impression that knowledge cannot be created, but must be found in a textbook or told to them by the teacher. Knowledge
is isolated from real-life experiences, so students rarely connect with the material. Direct
teaching techniques are favored. The teacher is the focus of the classroom, the source of knowledge
and instruction. Students rarely participate in the instruction, instead held responsible for note-taking or
the completion of worksheets. Memorization and procedure are emphasized over investigation or discovery learning. Students are rigidly controlled, leading to disciplinary problems. Teachers maintain much control over their students, from the notion that low-track students require more structure
in their education. Many students become frustrated with their lack of freedom and rebel against the rules of
the classroom and the goals of the curriculum. Expectations are low for low-track students, and few are prepared
for higher education. “The shop is only for the special classes. The
children learn to punch in time cards at the door in order to prepare them for employment” (Kozol 1992). Quote
by the principal of a tracked New York public high school. PEDAGOGY
AND CURRICULUM IN THE GENERAL TRACK Knowledge is achievable by individuals,
but is still static. Students can discover knowledge independently, but they still rely on external sources
of knowledge, such as the teacher or reference texts. Students see more applications of knowledge in real-life,
but their perception is often vague. Direct teaching is still favored,
but students have more of a role in the classroom. Lecture is still the primary means of instruction,
but student participation is often encouraged. Group work bequeaths more responsibility for instruction to the
students. Students respond positively to their increased responsibilities. Disciplinary problems are not as common in the general track as in the low track. Students see education
as particularly beneficial to their future opportunities, and many general track students plan to attend college. “These students viewed knowledge as a valuable possession that can be
traded for good grades, a good college education and a good job” (Finn, 1999).
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| While lectures are often part of the daily lesson in general tracks, students still participate. |
PEDAGOGY AND CURRICULUM IN THE HIGH TRACK
Knowledge
is relative and can be discovered by individuals.
Students are taught to think for themselves
in crafting their own knowledge. Students make conjectures and create problem solving
strategies. Students are encouraged to use their creativity to build upon their own
knowledge. This knowledge is applied to the daily experiences of students.
A variety
of teaching styles are utilized.
Teachers center the curriculum on the student
instead of the teacher, favoring class discussions, debates and group work over direct instruction. Humanism is stressed as an important concept, and students build their critical thinking skills by critiquing
current events. Students bring their own lives into the classroom, and learn from
each other extensively. Individual achievements are highly prized, as students are
prepared for the rigors of college education.
Students
have much freedom and responsibility in the classroom.
Students learn to be independent and are expected
to succeed. Control is not an important aspect of the high-track classroom, as students
have a more-extensive role in the classroom. Disciplinary issues are rare, as students
value their schooling and recognize it as vital for future opportunities.
“Children
in this school were developing a relationship to the economy, authority and work that is appropriate for artists, intellectuals,
legal and scientific experts, and other professionals whose work is creative, intrinsically satisfying for most people, and
rewarded with social power and high salaries” (Finn, 1999).
CHARACTERISTICS OF A DETRACKED CLASSROOM
Flexible assignments cater to students' abilities and their multiple intelligences.
Not all students respond favorably to traditional instruction methods. Go
beyond just using verbal descriptions and visual aids. Infuse the curriculum with
group work, role playing and other creative assignments that target students’ critical thinking skills.
Relevant curriculum corresponds to the lives of students.
Make learning pertinent to students. Students will invest more effort
into something they perceive as worthwhile or relevant to their daily experiences. Involve
students and their experiences in the curriculum.
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| A relevant curriculum will help in engaging all students. |
Create an inviting and encouraging learning environment. Students need caring support. Even in tracked classrooms, a friendly environment
will allow students to flourish without feeling intimidated by the achievements of other students. Students
should feel assured that their input is both informative and meaningful.
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| Positive student and teacher relationships can help create successful learning environments. |
Create accommodating, multifaceted methods of assessment. A variety of assessments ensures that student ability levels are not exaggerated or
underestimated, if tracking policies are still in practice. Teachers can also use portfolio assessments to gauge
a student’s improvement over time. Explicitly critique tracking and its injustices. Students must be aware of the perils of educational stratification, or else they may
unknowingly stratify themselves within the classroom. Above all, teaching strategies should reflect the belief that all
students are capable of academic success. Without
this belief, a teacher will have low expectations for low-performing students, and not work as hard to help such students
improve. "Students need to examine the history and practice of tracking in order to become aware of and expel doubts
about their capacity to think and achieve" (Bigelow, 2007).
HAZARDS OF DETRACKING Students
stratify themselves if stratification is not directly addressed in the curriculum. Students, especially in secondary schools,
align themselves into social realms, and tend to associate in a classroom with members of their social group. Students
will be unaware of the dangers of stratifying themselves if stratification and tracking policies are not openly discussed. Cooperative
learning is not a panacea. Though some students benefit from student-to-student instruction, cooperative learning
should not be depended on to remedy the struggles of students. If a student lacks skills to succeed in the classroom,
they require individualized attention and concrete support. Students, worried about their own academic achievement,
cannot solely provide this support. Detracked classrooms should not exacerbate any gap in the ability
levels of students. If detracked classrooms, particularly ones that utilize cooperative learning groups, are organized with
the overt goal that the “strong” students will assist the “weak” students, this informal stratification
will empower the “strong” students and undermine the input of “weak” students. The classroom
should have the overall belief that every individual student can contribute meaningful information to the class. “And
so we had a bad split. You like the diversity but you immediately see the white kids circling the wagons around their own. And
you see the black kids move into defensiveness and disruptive defensiveness really quickly. And it’s the
job of the year” (Rubin, 2003). Quote by Tim James, a social studies teacher in a detracked public high
school program.
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