This paper will argue that homologous education approach towards students will be more likely effective and bring positive outcomes within Canadian school system with respect to ability grouping or tracking, social and racial status.
Students are mostly spent their time in class with other students that have different racial and social class status, as well as, academic levels. Ability grouping and tracking existed in the old days because the schools were finding it hard to deal with the increasing racial, linguistic, cultural, and religious diversity of the student population (Crosby and Owens, 1). In addition to that, an interview of the book, Savage Inequalities, Jonathan Kozol remarked: “Virtually every school system I visit, with a few …show more content…
They will also believe what the self-fulfilling prophecy had predestined them which resulted a higher dropout rates of ethnic minorities ̶̶ especially Aboriginal students (Enns, 2014). Regardless of the reasons for placement, (prior academic performance, grades, teachers ' recommendations, or educational aspirations—all of which are influenced by socioeconomic background), there are substantial social class differences in the resulting track designations (Crosby and Owens, 2). For example, a special course, called Skills Development classes, that aims to improve learning strategies for students whom may be weak in such areas as: attention and focus, auditory or visual processing, time management, organization, and study skills ̶ exist in the current Canadian school system. Another example, several public schools in Vancouver, like Sir Winston Churchill Secondary, provide gifted students with excellent academic standing to be eligible for Advanced Placement (AP) classes or International Baccalaureate (IB) program to prepare them for Post Secondary success with extra graduation credits. This widens the gap between high achievers and low achievers that lowers their chance for lower achievers to gain mobility in …show more content…
The school system in Canada has tried implementing both mixed and same approach to students. Neither of them is potent based on research studies that many researchers have gathered. But with a proper instruction from teachers, either of them may succeed to be the ultimate solution. Although the disparity of educational level based on social class status and academic standing increases, tracking or ability grouping is beneficial for minority students, that ability grouping often results in racially or ethnically identifiable tracks or groups, and that being poor or black causes teachers to lower their expectations and assign these students to lower groups (Crosby and Owens, 2). Not only that the teachers play a significant role, parents also are given the opportunity to help decide which path their children want to take (3). In addition, tracking persists because curriculum materials and traditional instructional strategies are familiar and, therefore, are considered easier by many teachers in which they will against with the adoption of mixed learning methods (3).
In my opinion, students will more likely to succeed in the same level of ability with their peers. Sometimes it is hard to bear the pressure that for visible minority students gets from the high achievers that are mostly non-visible minorities. They tend to exert more effort and energy to be able to achieve the
Students are mostly spent their time in class with other students that have different racial and social class status, as well as, academic levels. Ability grouping and tracking existed in the old days because the schools were finding it hard to deal with the increasing racial, linguistic, cultural, and religious diversity of the student population (Crosby and Owens, 1). In addition to that, an interview of the book, Savage Inequalities, Jonathan Kozol remarked: “Virtually every school system I visit, with a few …show more content…
They will also believe what the self-fulfilling prophecy had predestined them which resulted a higher dropout rates of ethnic minorities ̶̶ especially Aboriginal students (Enns, 2014). Regardless of the reasons for placement, (prior academic performance, grades, teachers ' recommendations, or educational aspirations—all of which are influenced by socioeconomic background), there are substantial social class differences in the resulting track designations (Crosby and Owens, 2). For example, a special course, called Skills Development classes, that aims to improve learning strategies for students whom may be weak in such areas as: attention and focus, auditory or visual processing, time management, organization, and study skills ̶ exist in the current Canadian school system. Another example, several public schools in Vancouver, like Sir Winston Churchill Secondary, provide gifted students with excellent academic standing to be eligible for Advanced Placement (AP) classes or International Baccalaureate (IB) program to prepare them for Post Secondary success with extra graduation credits. This widens the gap between high achievers and low achievers that lowers their chance for lower achievers to gain mobility in …show more content…
The school system in Canada has tried implementing both mixed and same approach to students. Neither of them is potent based on research studies that many researchers have gathered. But with a proper instruction from teachers, either of them may succeed to be the ultimate solution. Although the disparity of educational level based on social class status and academic standing increases, tracking or ability grouping is beneficial for minority students, that ability grouping often results in racially or ethnically identifiable tracks or groups, and that being poor or black causes teachers to lower their expectations and assign these students to lower groups (Crosby and Owens, 2). Not only that the teachers play a significant role, parents also are given the opportunity to help decide which path their children want to take (3). In addition, tracking persists because curriculum materials and traditional instructional strategies are familiar and, therefore, are considered easier by many teachers in which they will against with the adoption of mixed learning methods (3).
In my opinion, students will more likely to succeed in the same level of ability with their peers. Sometimes it is hard to bear the pressure that for visible minority students gets from the high achievers that are mostly non-visible minorities. They tend to exert more effort and energy to be able to achieve the