Racial Gaps Drive School Policy, Part CMXXVII
In the wake of the Sputnik wake-up call in 1957, two of America’s most distinguished technical managers, Admiral Hyman Rickover of the nuclear submarine navy and chemist James Conant, President of Harvard, debated how to improve schooling. Rickover advocated that America imitate the European system of separate schools for academic and vocational students based on ability testing. Conant countered by suggesting that rather than have separate schools, we should have large comprehensive schools with intensive tracking by ability within them. Conant won the debate (although one must wonder how much the advantage of large schools at winning football games played in the outcome). See historian Raymond Wolters‘ book Race and Education, 1954-2007 for details.
By the late 1960s, however, Conant’s solution of tracking was coming under attack as concern shifted away from maximizing the individual potential of students and toward equalizing outcomes of racial groups.
The New York Times reports on one of the last vestiges of old-fashioned honest tracking:
Connecticut School District that Clung to Tracking Is Letting Go
STAMFORD, Conn. — Sixth graders at Cloonan Middle School here are assigned numbers based on their previous year’s standardized test scores — zeros indicate the highest performers, ones the middle, twos the lowest — that determine their academic classes for the next three years.But this longstanding system for tracking children by academic ability for more effective teaching evolved into an uncomfortable caste system in which students were largely segregated by race and socioeconomic background, both inside and outside classrooms. Black and Hispanic students, for example, make up 46 percent of this year’s sixth grade, but are 78 percent of the twos and 7 percent of the zeros.
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