Analyzing the Impact of English Language Arts Ability Tracking on Desegregation Efforts: A Systematic Review
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| Title: | Analyzing the Impact of English Language Arts Ability Tracking on Desegregation Efforts: A Systematic Review |
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| Language: | English |
| Authors: | Valerie Dunham (ORCID |
| Source: | Reading Research Quarterly. 2025 60(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | English Instruction, Language Arts, Achievement Gap, School Desegregation, Desegregation Effects, Ability Grouping, Student Characteristics, Reading Ability, Track System (Education) |
| DOI: | 10.1002/rrq.70021 |
| ISSN: | 0034-0553 1936-2722 |
| Abstract: | Since approximately 1988, the literacy achievement gap has remained stagnant in the United States. Despite data that suggest desegregation efforts have been most impactful on closing this gap, contemporary intervention efforts have often taken the form of homogeneous ability grouping and tracking, practices that lead to segregation along racial, ethnic, socioeconomic, and lingual lines. Ability grouping carries negative consequences for students through middle and high school levels and disproportionately impacts marginalized groups. Despite empirical data confirming this trend, there are no literature reviews specific to English language arts analyzing this data. The purpose of this review is twofold: (1) To identify student-level characteristics determinant of reading ability grouping and (2) to identify the longitudinal impacts of literacy ability grouping and tracking in the United States. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1478199 |
| Database: | ERIC |
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| Abstract: | Since approximately 1988, the literacy achievement gap has remained stagnant in the United States. Despite data that suggest desegregation efforts have been most impactful on closing this gap, contemporary intervention efforts have often taken the form of homogeneous ability grouping and tracking, practices that lead to segregation along racial, ethnic, socioeconomic, and lingual lines. Ability grouping carries negative consequences for students through middle and high school levels and disproportionately impacts marginalized groups. Despite empirical data confirming this trend, there are no literature reviews specific to English language arts analyzing this data. The purpose of this review is twofold: (1) To identify student-level characteristics determinant of reading ability grouping and (2) to identify the longitudinal impacts of literacy ability grouping and tracking in the United States. |
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| ISSN: | 0034-0553 1936-2722 |
| DOI: | 10.1002/rrq.70021 |
