Keeping Track: How Schools Structure Inequality, Second Edition by Jeannie Oakes

Keeping Track: How Schools Structure Inequality, Second Edition

byJeannie Oakes

Paperback | May 10, 2005

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Selected by the American School Board Journal as a “Must Read” book when it was first published and named one of 60 “Books of the Century” by the University of South Carolina Museum of Education for its influence on American education, this provocative, carefully documented work shows how tracking—the system of grouping students for instruction on the basis of ability—reflects the class and racial inequalities of American society and helps to perpetuate them. For this new edition, Jeannie Oakes has added a new Preface and a new final chapter in which she discusses the “tracking wars” of the last twenty years, wars in which Keeping Track has played a central role.

From reviews of the first edition:
“Should be read by anyone who wishes to improve schools.”—M. Donald Thomas, American School Board Journal
“[This] engaging [book] . . . has had an influence on educational thought and policy that few works of social science ever achieve.”—Tom Loveless in The Tracking Wars
“Should be read by teachers, administrators, school board members, and parents.”—Georgia Lewis, Childhood Education
“Valuable. . . . No one interested in the topic can afford not to attend to it.”—Kenneth A. Strike, Teachers College Record

About The Author

Jeannie Oakes is Presidential Professor and Director of the Institute for Democracy Education and Access at University of California, Los Angeles.
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Details & Specs

Title:Keeping Track: How Schools Structure Inequality, Second EditionFormat:PaperbackDimensions:352 pages, 8.25 × 5.5 × 0.68 inPublished:May 10, 2005Publisher:Yale University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0300108303

ISBN - 13:9780300108309

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“It has long been recognized that schools play an important role in reproducing patterns of inequality in American society. In Keeping Track, we learn how this occurs. Through a compelling analysis of the sorting practice now commonly referred to as tracking, Dr. Oakes shows why schools are too often not the source of equal opportunity that we hope them to be.”—Pedro Noguera, Ph.D., Professor, Steinhardt School of Education New York University