Teacher Tracking in High School Mathematics

An Inequitable Structure

Authors

Keywords:

Equity, teacher tracking, senority, mathematics, high school

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.

References

Bush, S. B., Huniker, D., & Graham, K. J. (2024). Dismantling inequitable structures, Mathematics Teacher: Learning and Teaching PK–12, 117(4), 262–267. https://doi.org/10.5951/ MTLT.2023.0287

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Grissom, J. A., Kalogrides, D., & Loeb, S. (2015). The micropolitics of educational inequality: The case of teacher-student assignments. Peabody Journal of Education, 90(5), 601–614. https://doi.org/10.1080/0161956X.2015.1087768

National Council of Teachers of Mathematics. (2018). Catalyzing change in high school mathematics: Initiating critical conversations.

Nirode, W., & Boyd, B. (2023). The prevalence of teacher tracking in high school mathematics departments. Journal for Research in Mathematics Education, 54(1), 7–23. https://doi.org/ 10.5951/jresematheduc-2020-0296

Papay, J. P., & Kraft, M. A. (2015). Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement. Journal of Public Economics, 130, 105–119. https://doi.org/10.1016/j.jpubeco.2015.02.008

Siskin, L. S. (1994). Realms of knowledge: Academic departments in secondary schools. Routledge. https://doi.org/10.4324/9781315821887

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Published

2024-05-26

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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