Blog Post #1
3/8/15
In the 1930s, the method of tracking began in schools. Students are tracked into courses that will fit their academic ability, IQ, and other standards. At the high school you see tracking in the divisions of AP, Honors, and Standard classes. As you climb the scale in the rigor of the courses you find more white affluent students in the AP and Honors courses, and more low income and minority students in the lower tracks. This has become a large controversy, as it seems to benefit the high income students and restrict the lower income students. In the higher tracks, the courses tend to be more engaging and challenging. Where as in the lower tracks good behavior and basic skills are emphasized. It is widely known that low socio-economic status correlates with lower education, poverty, lack of resources and poor health. Those disparities are all vital to receiving a decent education. For my senior project, I want to look specifically into Brookline Special Education to see how prevalent this is at the high school. Tracking is not simply choosing between AP, Honors, and Standard. There are many programs that focus on “behavioral” needs and academic support at the high school. I’m going to look into the body of students that compose these programs.
