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Detracking Reform in an Urban California High School: Improving the Schooling Experiences of African American Students

Robert Cooper
The Journal of Negro Education
Vol. 65, No. 2 (Spring, 1996), pp. 190-208
DOI: 10.2307/2967313
Stable URL: http://www.jstor.org/stable/2967313
Page Count: 19
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Detracking Reform in an Urban California High School: Improving the Schooling Experiences of African American Students
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Abstract

Using qualitative and quantitative methods, this article examines one large, racially mixed, urban California school community's response to the growing tension between excellence and equity in public education; and concurrently describes how African American students in this setting experienced school reform in general and detracking reform in particular. At the school in question, fundamental changes in the structure, curriculum, and instructional practices were effected for the ninth-grade class by eliminating tracking and heterogeneously grouping in English and history. The data obtained suggest that detracking reform has the potential to create intellectually rich and equitable learning opportunities for all students while easing some of the tension associated with this process.

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