EXPLORING A TRACKED EDUCATIONAL SYSTEM: TEACHER PERCEPTIONS OF THE LEARNING ENVIRONMENT, STUDENT POTENTIAL, AND STUDENT SUCCESS

Abstract

Abstract Tracking is the practice of grouping students into homogeneous classes based on their perceived ability or intelligence. It is a pervasive system used by school districts across the United States and, like most widely used practices, it has its proponents and opponents. Through a qualitative case study approach, this study aims to explore teachers’ understanding of tracking, their perceptions of tracking, and their role in tracking when planning and executing instruction for students in their tracked classes. The findings from this study reveal disparities in the amount of academic exposure provided to students in different tracks. This dissertation also includes implications and recommendations for school and district leaders, teachers, and students as the goal of education is to assist and support all students as they reach their full potential.