The district where my kids attend have suggested this on a few occasions. Frequently advanced math is the target. The district has hired a consultant that is charged with professional development for educators in the district. Among other things, the consultant makes claims that tracking is "... a racialized system of exclusion.” and compares it to Apartheid on multiple occasions. The rationale is explicit: "The biggest problem with tracking–by a million miles — is the equity issue." In my opinion combatting inequity in this way, by eliminating a resource that students need to succeed, is an example of “leveling down” or "Harrison Bergeroning" the situation if you will.
> the reformed framework attempted to remedy achievement gaps by urging public schools to remove certain accelerated math tracks from middle school education. Boaler’s guidelines have become a basis for a statewide push to move these classes, specifically Algebra I, out of middle school.
Strange indeed! Difficult to understand the motivation. How would removing advanced tracks from public schools (with disproportionately more minority students) help equality?
