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To Track or Not to Track

Curricular Differentiation and African American Students at Highview High School

Texas A&M University, College Station, tvenzant{at}tamu.edu

Kristin Shawn Huggins

Texas A&M University, College Station, khuggins{at}tamu.edu

James Joseph Scheurich

Texas A&M University, College Station, jscheurich{at}tamu.edu

This article explores tracking and its effect on African American students at Highview High School, a racially and socioeconomically diverse, first-ring suburban school. Mary Johnson, a White assistant principal, is troubled by the existence of racially identifiable course enrollment patterns and knows that meaningful change will only occur if a plan is created that appeals to everyone. The question remains: Should tracking continue in some form or be abolished completely? This study enables students to understand the implications of informal policies on various student populations and design comprehensive intervention strategies to address stratification due to tracking in their own schools.

Key Words: school tracking policies • social context of schools • social justice in school leadership

Journal of Cases in Educational Leadership, Vol. 12, No. 1, 38-50 (2009)
DOI: 10.1177/1555458909334102


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