I love education but we need to have equality in school

sarah elgohary paraph 

Another reason for educational inequality is the concept of   tracking.”Tracking” is a system in the educational language that determines where students will be placed during their secondary school years (Burris, 2008 , p 45)” In  addition, tracking can begin as early as in kindergarten IQ and with early achievement tests Tracking is setting in place an educational path for 12 years of schooling. In other schools, tracking is a meritocracy that relies on teacher recommendations, grades, and student motivation to determine placement. “(Burris, 2008, pg 45)” “A common example is allowing students to take an honors class provided that they maintain an average of 90 or above. Standards for track placement are uniform in some schools; in others, each department determines the number of tracks and track placement.” (Burris, 2008, pg 45) This suggests that Tracking is based on people‘s race because when students get grades that are below 90s teachers automatically and unconsciously sorts students into different low track groups This creates many stereotypes on different races that are often untrue, such as the Stereotypes that African-Americans are lazy and Hispanic people are dumb. As a result, each ethnic group is sorted with each other so for example white students are grouped together, African-Americans are grouped with each other and Hispanic student are grouped separately from the other students from the classes and finally Asians Students are grouped together “Tracking or sorting categorizes students into different groups based on standardized test scores. Grob, 2003, p. 202). “The sorting that occurs in the educational system parallels the hierarchical social and economic structures in society. As a result, students are viewed and treated differently according to their individual track. Each track has a designed curriculum that is meant to fit the unique educational and social needs of each sorted group. Consequently, the information taught as well as the expectations of the teachers differ based on the track resulting in the creation of dissimilar classroom cultures. (Grob, 2003, p. 202). 

When students are placed in poor schools are placed in low track because you only have access to limited resources poor student stay in track will have poor opportunities will not get into good universities. As a result, Too many of America’s most disadvantaged children grow up without the skills needed to thrive in the twenty-first century. Whether It is in educational attainment between income groups or racial/ethnic groups or across different locations this is causing inequality to persists. Therefore, low levels of performance among the most disadvantaged create long-term problems, particularly in an economy in which higher skill levels are more and more valued and the wages available to less-skilled workers are deteriorating. 

While tracking has many negative qualities that lead to educational inequality,  there are some positive qualities to why people like tracking  For example, Students learn better academically in an equal group.  2Positive self-attitudes are developed in homogenous groups, especially for slower students that do not have a high rate of ability differences. The third reason for tracking is fair and accurate group placement is appropriate for future learning based on individual past performance and ability.  The last Reason for tracking in school is that Homogenous groups ease the teaching process. (Kaiser 228) 

There are eight possible solutions to tracking: The first solution is “Legal action against standardized test based on discrimination against poor and minority students based on precedent set in the state of Massachusetts (Epstein, 1993)” The Second solution to tracking is “a school curriculum designed as age, culture, and language appropriate.” Epstein, 1993.)  The third solution is “” Recruit and train a diverse and highly-skilled, culturally competent teaching force.” Epstein, 1993). The 4th solution is the “Elimination of norm-referenced testing.” The fifth solution to tracking is for schools to have “Community constructed and culturally appropriate assessment tests” (Epstein, 1993.)The six solutions to tracking are for sociologists to explore critical race theory within the educational system to identify how race and racism is a part of the structural inequality of the public school system. ” (Epstein, 1993.)The seventh solution to tracking is for schools to “create alternative teacher education certification programs that allow teachers to work while earning credentials. (Epstein, 1993.) In my opinion, all of these solutions to tracking can be implemented if the government passes laws to change school curriculums to make standardized tests less culturally bias and the government needs to pass last to prevent discrimination of minorities in schools. (Epstein, 1993). The last solution to tracking is Making classes more diverse The tracking issue in schools tends to perpetuate prejudices because it creates and reproduces social inequality based on which students are placed in high and suggests (Banks, 2004)The expectations of the teachers and information taught differ based on tracks. Diverse classrooms and schools make it possible to teach students from many different cultures and group how to live together cooperatively and productively and stop tracking, However, racial prejudice and discrimination from the unfair opportunities of tracking systems for poor challenges that arise when people from diverse groups interact. Teachers need to acquire the knowledge and skills necessary to maximize the opportunities that diversity offers and to minimize its challenges. Teacher education programs should help teachers attain the knowledge, attitudes, and skills needed to work effectively with students from diverse groups as well as help students from mainstream groups develop cross-cultural knowledge, values, and competencies. , (Banks 2004 g 1).