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Carol Corbett Burris

Autor von Detracking for Excellence and Equity

3 Werke 57 Mitglieder 9 Rezensionen

Über den Autor

Carol Corbett Burris is principal of South Side High School in the Rockville Centre School District of New York. In 2013 she was named New York State High School Principal of the Year. She is a frequent guest blogger on the Washington Post's Answersheet and is coauthor of Detracking for Excellence mehr anzeigen and Equity and Opening the Common Core: How to Bring All Students to College and Career Readiness. She lives in East Rockaway, New York. weniger anzeigen

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Gebräuchlichste Namensform
Burris, Carol Corbett
Rechtmäßiger Name
Burris, Carol Corbett
Andere Namen
Burris, Carol C.
Geschlecht
female
Nationalität
USA
Ausbildung
Teachers College, Columbia University (Ed.D)
Berufe
Principal (South Side High School in the Rockville Centre School District in New York) [2000-present]
Organisationen
South Side High School
Preise und Auszeichnungen
Educator of the Year by the School Administrators Association of New York State (2010)
SAANYS New York State High School Principal of the Year (2013)
Kurzbiographie
Articles that she has authored or co-authored have appeared in Educational Leadership,Kappan, American Educational Research Journal, Teachers College Record, Theory into Practice, School Administrator, American School Board Journal and Education Week. She regularly expresses her concerns about the misuse and unintended consequences of high-stakes testing on the Washington Post, The Answer Sheet blog.

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Rezensionen

Diese Rezension wurde für LibraryThing Early Reviewers geschrieben.
Carol Corbett Burris does an exceptional job of explaining the history and current situation of tracking in American public school systems. Burris uses countless examples and provides excellent research throughout this book to explain how the tracking developed along with its current status in schools.

In the first four chapters, she explains the history of how tracking was created and what tracking is in a school setting. Tracking began after schools were forced by the courts to integrate their student populations. Tracking is basically having multiple levels of the same class where students are grouped based on their abilities. So, for example, all of the smart students are put in the same class, the average kids are grouped together and all of the lowest performing students are together. In most cases, this system of grouping by ability has lead to a different form of segregation. Burris demonstrates through her research that while students of different races are attending the same school, they are not receiving the same education. In most schools that use a tracking system, white students tend to take or be placed in the more challenging courses, while the minority students are placed in the less challenging courses. This problem occurs across the United States, not just in a specific region.

Burris continues by citing examples of successful and unsuccessful schools as they have or have not abandoned the practice of tracking students. One of the big obstacles that schools face when attempting to eliminate tracking is that, many white middle class or upper class parents believe that having lower tracked students in the same class as their higher tracked student, will be detrimental to their own students’ education. Research has shown that this belief can not be supported by any credible evidence. It actually shows the complete opposite. Most students perform better when their classes have mixed ability groups.

The tracking model is still used in many public schools. It is a current and continuous problem that will need to be addressed sooner rather than later. No matter what happens in the future, those involved in public education policy creation must remember that the students, regardless of their race or abilities, are the most important piece in this struggle for equality in education.
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drew.wichterman | 7 weitere Rezensionen | May 23, 2015 |
Diese Rezension wurde für LibraryThing Early Reviewers geschrieben.
I received a free copy of this book through the LibraryThing Early Reviewers program.

On The Same Track: How schools can join the twetwenty-first century struggle against re segregation is written by a principal in New York. The book is based on her belief that tracking is inhibiting student learning. The research discussed supports her opinion and gives several examples of why tracking is not the best option.

While the book is research based, it focuses on why tracking isn't working, and not what positive outcomes have come from tracking.

If you want to brush up on best practice classrooms, this is an easy read with good information.

Personally, as a teacher, I agree with her stance on setting high goals and expectations of all students. Students will often rise to the occasion.
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mehgangriffin | 7 weitere Rezensionen | May 11, 2015 |
Diese Rezension wurde für LibraryThing Early Reviewers geschrieben.
[I received this book for free as part of LibraryThing.com's Early Reviewer program. All thoughts are my own]

This book was a big eye-opener for me: as someone who grew up in the high-track classrooms, I saw school in a completely different way than many of my peers. It wasn't until senior year in high school, when I became a teachers aide, that I saw the dramatic difference in the quality of teaching in the low-track classrooms. At the time, I thought it was just the teacher and didn't realize that it was only a symptom of a larger problem. I saw kids who wanted to learn, that were treated like idiots, as nicely as possible, and their questions and requests for more information was quickly dismissed as too much for them to take in at once. It was then that I got interested in learning more about our education system. Surprisingly though, this is my first intro to this topic.

This book talks about how the dynamic above came to be and continues still today. Using research and real classroom/school/district examples, Burris explains the issue with tracking and ability grouping our students. If I hadn't read this book, I could see myself demanding the continuance of the advance classes for my future children under the prevalent assumptions of today, that it is the best place for our children to be. I'm glad that I've read this book before crossing that bridge because now I feel completely different about what a school experience can be.

As she says, the topic of detracting our schools is not new, but as someone seeing this topic for the first time, it changed everything I believed about what makes a good school for our children. This book was written in a way that allows an outsider to keep up and feel informed about about the different school systems without feeling inept. A great intro to the subject.

I recommend this book to those aspiring to be teachers, current parents, and those planning on families in the near future.
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Anietzerck | 7 weitere Rezensionen | May 11, 2015 |
Diese Rezension wurde für LibraryThing Early Reviewers geschrieben.
On the Same Track takes a critical look at tracking in American schools and how these tracking programs perpetuate racial inequality. Although the book covers an interesting topic, the coverage is sub-par.

I suggest using this book to get a broad overview of the racial issues that exist in American schools. In particular, it is useful as an introduction to critical racial thought on education topics.

However, the book overlooks crucial research on tracking. The overview of the literature that is presented is not complete. The author presents only a selection of the literature and (especially in the introduction) gives the impression that tracking research has been conclusive. However, newer research is not included. In particular, randomized experiments in tracking that have been conducted recently are excluded.… (mehr)
 
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Rachabake | 7 weitere Rezensionen | Apr 21, 2015 |

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Werke
3
Mitglieder
57
Beliebtheit
#287,973
Bewertung
½ 3.7
Rezensionen
9
ISBNs
11

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