Tracking is the organizational practice of assigning students to homogeneous groups based upon perceived ability or some other demonstrable context (e.g., gender, socioeconomic status). Initially, students were assigned to tracks that were vocational, general, or academic in nature. Track placements provided preparation for post-secondary training or employment. However, tracking practices evolved to more curricular assignments resulting in remedial/basic, regular, and advanced/honor course tracks within content areas such as math, science, or social studies. The remedial track is roughly equivalent to the vocational track and the academic track is roughly equivalent to the advanced/honor track.
Researchers have found similar tracking groups used in schools of other nations as well. For example, in Switzerland tracking placements are called Realschule, Sekundarschule, and Gymnasium, with these tracks being equivalent to the United States (U.S.) academic tracks basic/remedial, regular...
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Suggested Reading
Arum, R., & Beattie, I. R. (2000). Structure of schooling: Readings in the sociology of education. New York: McGraw-Hill.
Hallinan, M. T. (2000). Handbook of the sociology of education. New York: Kluwer.
Lucas, S. R. (1999). Tracking equality: Stratification and mobility in American highschools. New York: Teachers College Press.
Suggested Resources
National Center for Education Statistics—http://nces.ed.gov/: This website, sponsored by the U.S. Department of Education, offers various statistics and readings regarding topics relevant to schools, teachers, and students in the U.S. and abroad.
Council for Exceptional Children—http://www.cec.sped.org/: The Council for Exceptional Children website is an excellent resource for information regarding gifted and exceptional students. Included are additional resources, fact sheets and annotated bibliographies pertaining to gifted and special education.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer Science+Business Media LLC
About this entry
Cite this entry
Moore, C.R. (2010). Tracking. In: Clauss-Ehlers, C.S. (eds) Encyclopedia of Cross-Cultural School Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-71799-9_432
Download citation
DOI: https://doi.org/10.1007/978-0-387-71799-9_432
Published:
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-71798-2
Online ISBN: 978-0-387-71799-9
eBook Packages: Behavioral Science