Chapter 9: The Math/Science Equity Project: Working With Educators to Increase African American Perental Involvement in Secondary Math and Science Course Placements

The pervasive practice of curricular differentiation (tracking and ability grouping) sorts students into educational trajectories soon after they enter school (Kornhaber, 1997; Lucas, 1999; Oakes, 2005). As early as elementary school, most children are placed into ability groups for instruction in reading and mathematics. The process of identifying students for placement in gifted and special educational programs also begins at this time (Eitle, 2002; Kornhaber, 1997). Ideally, tracks or ability groups are designed to match students’ abilities with a differentiated curriculum and instruction (Hallinan, 1992; Kulik & Kulik, 1987; Loveless, 1999). Within a given track, however, there is a wide range of student abilities. Often, a teacher’s recommendation to place a student in a given ability group is based on the teacher’s perception about that student’s potential ability, a perception that may be influenced by stereotypes, teacher beliefs about different racial and class groups, or—in some instances—racist ideologies (Mickelson, 2001, 2003b; Oakes, Muir, & Joseph, 2000; Welner, 2001). Consequently, students with similar abilities are often assigned to different tracks.