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
“In the twenty years since the first edition of Keeping Track, Jeannie Oakes reveals a stubborn reliance on outmoded definitions of intelligence, and thusly, ‘merit.’ These conceptions tragically result in tracking structures and practices that assure the ascendancy of only a privileged few. Oakes’ revised edition grips us yet again with her forcefulness of word, evidence, and logic. To her credit, she got it right twenty years ago and she remains on target today!”—Angela Valenzuela, University of Texas at Austin
“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
About the Author
Jeannie Oakes is Presidential Professor and Director of the Institute for Democracy Education and Access at University of California, Los Angeles.