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Detracking for Excellence and Equity
Carol Corbett Burris and Delia T. Garrity
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About This Book
Ability grouping. Leveling systems. Streaming. This is the modern way of talking about tracking -- the traditional practice of sorting and selecting students based on test scores and other criteria, and then steering these groups into “the most appropriate” course of study.
In 1987, New York’s suburban Rockville Centre School District faced the fact that its longstanding tracking system was resulting in unequal educational opportunities and allowing racial and socioeconomic stratification of its student population.
School leaders embarked on an ambitious program of reform: reexamining beliefs about intelligence, ability, and instruction, and offering all students the opportunity to study a rigorous curriculum in heterogeneous classrooms.
In this book, authors Carol Corbett Burris and Delia T. Garrity, veterans of the Rockville Centre School District, offer an experience-based and research-supported argument that detracking—implemented with planning, patience, and persistence—can do in every school district what it did in theirs: raise achievement across the board and dramatically narrow the achievement gap.
Their main goal is a practical one: to provide educational leaders with proven strategies for launching, sustaining, and monitoring a successful detracking reform. Here, you’ll read
Why detracking is necessary, the benefits it brings, and how to build support among teachers and parents
How to revise curriculum to “level-up” instruction
How to establish a multiyear, personalized professional development program to help teachers address new instructional needs
How to best support effective teaching and learning in a heterogeneous classroom
Detracking for Excellence and Equity outlines a comprehensive approach built on self-reflection, direct action, vigilant supervision, and a set of very clear beliefs: that schools and opportunity matter; that acceleration and enrichment will improve all students’ achievement; and that all students deserve access to the best curriculum.
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About the Authors
CAROL CORBETT BURRIS has served as principal of South Side High School in Rockville Centre School District, New York, since 2000. Prior to becoming principal, she was an assistant principal at South Side, a teacher of Spanish at the middle and high school level, and a school board member for 10 years. Carol received her doctorate from Teachers College, Columbia University.
DELIA T. GARRITY has been a public school educator for 37 years, serving as a math teacher, teacher of the gifted, mathematics department chairperson, curriculum supervisor, assistant principal, and assistant superintendent. Since 1999, she has been the assistant superintendent for curriculum and instruction in Rockville Centre School District, New York, where she provided the leadership in opening academic doors to all students and designed a comprehensive professional learning model for teachers.
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community relations | curriculum | district leadership
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ability grouping | achievement gap | advanced placement (AP) programs | educational equity | school reform
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