A recent social media post by Garry Tan, CEO of Y Combinator, has ignited discussion within education circles by asserting that "detracking in schools is built on lies." In his tweet, Tan specifically claimed that "the most influential detracting book actually references research that says tracking is actually good for kids," listing points like individual tutoring, self-paced learning, and different tracks for learners as evidence. He concluded by advocating to "Protect and support honors, AP, IB and acceleration in schools."
Detracking is an educational policy that places students of mixed abilities into the same classrooms, aiming to address achievement gaps and promote equity. This approach contrasts with traditional tracking, where students are grouped into different academic levels based on perceived ability or prior achievement. The debate surrounding these practices has been ongoing for decades, with proponents of detracking arguing it benefits underserved students and critics raising concerns about its impact on high-achieving learners.
Research indicates that the "most influential detracking book" Tan likely refers to is "Detracking for Excellence and Equity" by Carol Corbett Burris and Delia T. Garrity. However, this book's core premise unequivocally advocates for detracking, presenting it as a strategy to raise overall achievement and narrow equity gaps. The authors, drawing on their experience at South Side High School, detail how providing all students with access to a rigorous curriculum, such as the International Baccalaureate program, can lead to improved outcomes across the board.
The specific points cited by Tan – individual tutors, self-paced learning, guiding students, and different tracks – are generally associated with differentiated instruction within mixed-ability settings or describe aspects of traditional tracking that detracking aims to reform, rather than arguments for tracking from a detracking-advocating text. Experts in education policy, such as Kevin Welner of the University of Colorado Boulder, have highlighted that tracking can be detrimental to students in lower-track classes, who are disproportionately from low-income and minority backgrounds.
While some studies suggest detracking can benefit lower-achieving students without significantly harming high achievers, other research indicates mixed results, with some parents of high-achieving students expressing concerns about a perceived "dumbing down" of curriculum. The implementation of detracking often requires significant changes in curriculum, teacher training, and school culture. The ongoing discourse underscores the complexity of educational reforms aimed at balancing academic excellence with equitable opportunities for all students.