“Leveling” or “tracking” is meant to better tailor instruction by grouping learners based on their ability, typically using test scores, teacher recommendations and other assessments. It’s a widely-used practice, around the state and the country.
But critics say the structure harms poor students, students of color, English language learners and other marginalized kids, often underrepresented in higher-level courses. And they argue it evaluates students on snapshot performance rather than potential, labeling some students as unlikely to succeed and even locking them out of future opportunities like college.
It’s spurring some districts — including a few in the Granite State — to reconsider the practice’s place in classrooms.
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