A history of tracking in the public high school science classroom over the twentieth century

Abstract

A comprehensive history of tracking students by ability in the public high school science classroom is examined using peer reviewed journal articles and books published over the last century. In this qualitative historical study, the major educational reforms and events from the twentieth century were analyzed to determine their impact on ability grouping practices. Additionally, the study sought to determine the commonalities between current and past ability grouping practices. It was determined that, despite the many changes that have occurred in tracking procedures over the past century, may elements remain from ability grouping’s conception that can inform current practices and help determine a future course of action.