Keeping Track: How Schools Structure Inequality / Edition 2

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Overview

Selected by the American School Board Journal as a “Must Read” book when it was first published and named one of 60 “Books 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 “tracking wars” of the last twenty years, wars in which Keeping Track has played a central role.
From reviews of the first edition:
“Should be read by anyone who wishes to improve schools.”—M. Donald Thomas, American School Board Journal
“[This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.”—Tom Loveless in The Tracking Wars
“Should be read by teachers, administrators, school board members, and parents.”—Georgia Lewis, Childhood Education
“Valuable. . . . No one interested in the topic can afford not to attend to it.”—Kenneth A. Strike, Teachers College Record

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Editorial Reviews

From the Publisher
From reviews of the first edition: “Should be read by anyone who wishes to improve schools.”—M. Donald Thomas, American School Board Journal

“[This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.”—Tom Loveless in The Tracking Wars

“Should be read by teachers, administrators, school board members, and parents.”—Georgia Lewis, Childhood Education

Angela Valenzuela
"In the twenty years since the first edition of Keeping Track, Jeannie Oakes reveals a stubborn reliance on outmoded definitions of intelligence, and thusly, ‘merit.’ These conceptions tragically result in tracking structures and practices that assure the ascendancy of only a privileged few. Oakes’ revised edition grips us yet again with her forcefulness of word, evidence, and logic. To her credit, she got it right twenty years ago and she remains on target today!"—Angela Valenzuela, University of Texas at Austin
Pedro Noguera
"It has long been recognized that schools play an important role in reproducing patterns of inequality in American society. In Keeping Track, we learn how this occurs. Through a compelling analysis of the sorting practice now commonly referred to as tracking, Dr. Oakes shows why schools are too often not the source of equal opportunity that we hope them to be."—Pedro Noguera, Ph.D., Professor, Steinhardt School of Education New York University
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Product Details

  • ISBN-13: 9780300108309
  • Publisher: Yale University Press
  • Publication date: 4/10/2005
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 352
  • Sales rank: 538,096
  • Product dimensions: 5.50 (w) x 10.92 (h) x 0.91 (d)

Meet the Author

Jeannie Oakes is Presidential Professor and Director of the Institute for Democracy Education and Access at University of California, Los Angeles.

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Table of Contents

1 Tracking 1
2 Unlocking the tradition 15
3 Twenty-five schools 40
4 The distribution of knowledge 61
5 Opportunities to learn 93
6 Classroom climate 113
7 Student attitudes : the legitimation of inequality 137
8 Vocational education 150
9 Some constitutional questions 172
10 The search for equity 191
11 The tracking wars 214
12 Democracy's canaries 261
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