Tracking and Inequality: New Directions for Research and Practice

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Leveled and Exclusionary Tracking (2016, background): “Scholars have long discussed how tracking disproportionately impacts African American, Latino, and poor students (Gamoran, 2010; Oakes, 2005), and increasingly, the term is being used by policymakers, practitioners, and researchers with regard to EL students.”
What Blocks the Gate? Exploring Current and Former English Learners’ Math Course-Taking in Secondary School (2017, background): “As has been exhaustively demonstrated, students from historically marginalized groups, including Latino, African American, and Native American students, as well as students from low-income families are disproportionately represented in lower track classes (e.g., Gamoran, 2010).”
Cross-national Differences in Educational Achievement Inequality (2011, background): “Except for studies of tracking and total inequality (see Hanushek and Wöbmann 2005; Huang 2009; or Gamoran 2009; and Van de Werfhorst and Mijs 2010 for reviews), studies that take a crossnational approach to education have generally looked at the effectiveness of institutional and schooling…”