Readers were eager to respond to our first Question of the Week, which asked whether tracking is helpful or harmful to students. The question was directly related to our Oct. 27 story about the turnaround at White Center Heights Elementary.
Many respondents shared anecdotes from their or their children’s own experiences in the classroom.
Sheila Noonan of Seattle writes: “My son started first grade with out real reading skills. He started the year in the lowest reading group and by the end of the year he was in the most advanced reading group. The groups met at the same time in the regular classroom—no pulling out of class, no announcing which group was which—just ‘Here join this group today.’ … My son was in the fourth grade before I knew that there were different math groups as well as different reading groups!”
A selection of other responses are featured here:
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