Teacher Tracking in High School Mathematics
An Inequitable Structure
Keywords:
Equity, teacher tracking, senority, mathematics, high schoolAbstract
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.
References
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Copyright (c) 2024 Wayne Nirode, Brian Boyd
