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Tracking and Detracking: High Achievers in Massachusetts Middle Schools

Abstract

"What are the implications of "tracking," or grouping students into separate classes based on their achievement? Many schools have moved away from this practice and reduced the number of subject-area courses offered in a given grade. Brookings scholar Tom Loveless examines tracking and detracking in Massachusetts middle schools, with particular focus on changes that have occurred over time and their implications for high-achieving students. Among the report's key findings: detracked schools have fewer advanced students in mathematics than tracked schools."

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