De-Tracking Ninth Grade Algebra: A Teacher Leadership Success Story

Abstract

This chapter explores the alignment of teacher leadership and student learning in a professional development school (PDS) by reporting on a successful teacher-initiated PDS project at a southeastern United States high school. De-tracking efforts using teacher collaboration and efficacy in ninth grade Algebra I College Prep courses were examined for effectiveness to improve the achievement in mathematics of students who enter high school without pre-algebra skills. The chapter critiques the lack of democracy inherent in educational tracking as a default system of student grouping because it perpetuates inequities, particularly for students most likely to experience challenges with academic achievement.

Citation

Jeffries, R.B. (2018), "De-Tracking Ninth Grade Algebra: A Teacher Leadership Success Story", Hunzicker, J. (Ed.) Teacher Leadership in Professional Development Schools, Emerald Publishing Limited, Leeds, pp. 59-74. https://doi.org/10.1108/978-1-78743-403-520181004