Teacher Tracking in High School Mathematics

An Inequitable Structure



Equity, teacher tracking, senority, mathematics, high school


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.


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How to Cite

Nirode, W., & Boyd, B. (2024). Teacher Tracking in High School Mathematics: An Inequitable Structure. Ohio Journal of School Mathematics, 96(1), 57–61. Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/9895




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