Keeping Track: How Schools Structure Inequality

Keeping Track: How Schools Structure Inequality

<DIV>Selected by the <I>American School Board Journal</I> as<I> </I>a €œMust Read€ book when it was first published and named one of 60 €œBooks of the Century€ by the University of South Carolina Museum of Education for its influence on American education, this provocative, carefully documented work shows how tracking€•the system of grouping students for instruction on the basis of ability€•reflects the class and racial inequalities of American society and helps to perpetuate them. For this new edition, Jeannie Oakes has added a new Preface and a new final chapter in which she discusses the €œtracking wars€ of the last twenty years, wars in which <I>Keeping Track has </I>played a central role.</DIV><DIV><br>From reviews of the first edition:<br>€œShould be read by anyone who wishes to improve schools.€€•M. Donald Thomas, <I>American School Board Journal<br></I>€œ[This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.€€•Tom Loveless in <I>The Tracking Wars<br></I>€œShould be read by teachers, administrators, school board members, and parents.€€•Georgia Lewis, <I>Childhood Education<br></I>€œValuable. . . . No one interested in the topic can afford not to attend to it.€€•Kenneth A. Strike, <I>Teachers College Record</I></DIV>