"Almost any school system in the world features some form of assigning students to educational tracks by ability – be it tracking between school types or within schools" (Lüdemann & Schwerdt 2010). This essay will look at the different tracking systems in the United States of America and in Germany and compare these systems and approaches. Which principles underlie the tracking approach and which functions does it aim to fulfill?
Schools, as a mirror of our society, are one of the major institutions in everyone’s life to implement structures and mechanisms to support the already existing social conditions. Our society can be described as a meritocratic model in which positions are distributed according to talent, effort and achievement. Within our schools, these distribution processes can best take place following a well-structured curriculum and guidance through teachers and educational counselors.
"A school is run by and for the society, and, hence, it may implement any kind of selection the society considers desirable. Because the school’s curriculum represents the skills, knowledge, and values considered essential to the society’s welfare, a student’s ability to master this curriculum represents an ideal test of his capacity to take responsibility in society" (Rosenbaum 1976).
Accordingly, schools are not only places of opportunity but should also fulfill selection requirements of the society. Not everyone can become a doctor or judge, therefore, schools encourage students to choose their educational courses according to their potential and aims. "Most people know that selection processes operate in different stages of their lives, but they don’t know how selection restricts their opportunities in far-reaching ways" (Rosenbaum 1976).
Inhaltsverzeichnis (Table of Contents)
- 1 Introduction
- 2 Theoretical Background
- 2.1 What is tracking?
- 2.2 Underlying Theories
- 3 What does tracking look like in the US and in Germany?
- 3.1 Tracking in the US - Grayton junior and senior high school
- 3.1.1 How do students get separated into different tracks?
- 3.2 Tracking in Germany
- 3.2.1 How do students get separated into different tracks
- 3.3 Similarities and Differences
- 3.1 Tracking in the US - Grayton junior and senior high school
- 4 Which consequences does tracking have?
- 5 Critical Reflection
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This essay examines the different tracking systems in the United States of America and Germany, comparing and contrasting their approaches and principles. It investigates the functions tracking is intended to fulfill, exploring the theories that underpin its implementation. Additionally, the essay considers the consequences and effects of tracking, providing a critical reflection on its aims and implementation. The key themes explored in this essay include:- The concept and definitions of tracking
- The underlying theories of tracking, including human capital theories and functionalist theories
- The implementation and practice of tracking in the US and Germany
- The consequences and effects of tracking on students and society
- A critical reflection on the efficacy and ethical considerations of tracking
Zusammenfassung der Kapitel (Chapter Summaries)
1 Introduction
The introduction establishes the context for the essay, highlighting the widespread use of tracking in educational systems globally. It emphasizes the importance of understanding how tracking functions as a societal institution, shaping students' educational trajectories and ultimately their roles in society.2 Theoretical Background
This chapter delves into the theoretical underpinnings of tracking. It defines tracking as a process of ability grouping, outlining how it aims to cater to students' unique abilities and prepare them for future careers and educational pathways. The chapter explores two key theoretical perspectives: ability grouping and curriculum grouping. It discusses how both approaches aim to create homogeneous classrooms by separating students based on certain criteria, such as ability or post-school plans.2.1 What is tracking?
This section provides a detailed explanation of tracking, highlighting its purpose of creating homogeneous classrooms through ability grouping. It emphasizes that tracking is not solely about optimizing individual learning but also about fulfilling societal needs for talent allocation in a meritocratic system.2.2 Underlying Theories
This section examines the theoretical frameworks that underpin tracking, focusing on human capital theories and functionalist theories. Human capital theories suggest that schools are a place for investing in individual potential, offering opportunities for specialization. Functionalist theories, on the other hand, suggest that schools play a crucial role in social and economic stratification, with curriculum decisions influenced by societal expectations.3 What does tracking look like in the US and in Germany?
This chapter compares and contrasts the implementation of tracking in the United States and Germany. It examines how students are sorted into different tracks in each country, highlighting the specific criteria and processes involved.3.1 Tracking in the US - Grayton junior and senior high school
This section provides a specific example of tracking in the US, focusing on Grayton junior and senior high school. It explores how students are separated into different tracks and the factors that influence this process.3.1.1 How do students get separated into different tracks?
This subsection provides more detailed information about the methods used to separate students into different tracks in Grayton junior and senior high school.3.2 Tracking in Germany
This section examines the implementation of tracking in Germany, exploring the processes and criteria used to separate students into different tracks.3.2.1 How do students get separated into different tracks
This subsection details the specific mechanisms used to separate students into different tracks in Germany.3.3 Similarities and Differences
This section compares and contrasts the tracking systems in the US and Germany, identifying similarities and differences in their implementation and outcomes.4 Which consequences does tracking have?
This chapter delves into the consequences and effects of tracking, analyzing its impact on students, educational opportunities, and social stratification.Schlüsselwörter (Keywords)
The key terms and concepts explored in this essay include: tracking, ability grouping, curriculum grouping, human capital theories, functionalist theories, meritocratic system, social stratification, educational opportunities, societal needs, and critical reflection.- Quote paper
- Lisa Donath (Author), 2017, The Track System in the US and Germany. Its Potential and Limits, Munich, GRIN Verlag, https://www.grin.com/document/436053
