Abstract
NCTM identified teacher tracking as a persistent inequitable structure in high school mathematics. In our statewide research study, we found that almost 70% of high school mathematics teachers are tracked. Teachers with different seniority levels are tracked in very different ways. Next, we discuss issues with teaching tracking from teacher and student perspectives. Finally, we provide several questions for high school mathematics departments to initiate critical conversations about how and why courses are assigned to teachers.
Keywords
Equity, teacher tracking, senority, mathematics, high school
How to Cite
Nirode, W. & Boyd, B., (2024) “Teacher Tracking in High School Mathematics”, Ohio Journal of School Mathematics 96(1), 57--61. doi: https://doi.org/10.18061/ojsm.4173
Rights
Wayne Nirode, Brian Boyd