Talking Point #6 on Oakes

Premise:

• ability group
• tracking
• public schools
• uneven opportunities
• differences among students
• high-ability and low-ability groups
• tracking alternatives
• confronting
• active learning
• cooperative learning
• multiple ability tasks
• challenge
• heterogeneous classrooms

Argument:

Jeannie Oakes argues that schools need to take another route towards teaching to guarantee every child receives an equal opportunity in education.

Evidence:

"...students who are placed in high-ability groups have access to far richer schooling experiences than other students." (pg. 178)

"...students in high-ability English classes were more likely to be taught classic and modern literature...eventually [boosting] their scores on college entrance exams." (pg. 178)

"...low-ability classes...learned basic reading skills." (pg. 178)

"...low-ability classes were likely to have little contact with knowledge skills that would allow them to move into higher classes or to be successful if they got there.' (pg. 178)

"...those who have the most difficulty learning seem to have fewer of the best teachers." (pg. 179)

" In low ability classes, for example, teachers seem to be less encouraging and more punitive, placing more emphasis on discipline and behavior...' (pg. 179)

"...the most important and difficult tasks for those who would change tracking is to confront deeply held beliefs..." (pg. 180)

" Heterogeneous groups of students will probably do best in classroom where the curriculum content is challenging, complex, related to real life and- most of all- rich with meaning." (pg. 180)

"...teacher professionalism is central to successful tracking alternatives." pg. 180)

Comments:

I agree 100% with Oakes. I know what it is to be in a low-ability group because I was part of it. When I came from Puerto Rico, I was placed in ESL. I did not know anything about English as a Second Language. The only thing I knew was that I was going to learn English. The curriculum is completely different. Teachers are more focused on teaching teaching students the rules and codes, and forget about academic. For example, when I was in 5Th grade our theme was responsibility. After reading and analyzing my ESL experiences, I feel embarrassed to say that some of my teachers were focused on teaching the rules and codes, instead of the academics.

I believe it is unfair for minority students to be cheated on. I understand that one must learn the rules and codes to fit in a society. However, it should not be the central theme in a curriculum. Minority students also have a right to learn about classic and modern literature. There should be something to help low-ability groups. Unevenness in Education is only forming a barrier, prohibiting minorities to continue with their education.