Abstract
Purpose. The purpose of this study was to assess perceptions and beliefs high school principals held related to issues of tracking and equity, and banchmarking those perceptions and beliefs for congruence with practices in existence within their schools. Methodology. Data for this descriptive study were collected via questionnaire of sixty high school principals and telephone interviews with an additional twenty high school principals, all located within Greater Bay Area. Findings and conclusions. (1) Principals favored heterogeneous student grouping compared to homogenous grouping. (2) One hundred percent of the principals reported no formal policy for tracking in their schools. Some grouping based on English proficiency and voluntary grouping based on skill level for advanced level classes exists. (3) Sixty-five percent reported their school uses a heterogeneous model. Over 80 percent reported that student grouping practices within their school reflected their personal beliefs. (4) Principals were unclear as to the purposes for continuing tracking practices. Thoughts ranged from homogeneity as a better way to meet student's personal academic need and accommodate individual student differences to heterogeneous grouping promoted equity for minority students. (5) Respondents indicated that advanced classes were disproportionately Anglo and Asian, whereas the lower tracks were disproportionately African American and Hispanic. Respondents described the implementation of programs supporting students and the importance of maintaining open access while ensuring the support needed to succeed. (6) Respondents expressed a high degree of autonomy and empowerment to address issues of inequity. Partial recommendations. (1) Districts adopt explicit policies pertaining to heterogeneous grouping and the elimination of sorting and tracking. (2) Efforts by school personnel to recruit historically under-represented students into advanced classes consider the social aspect of schooling. (3) Redefine and streamline current role of the high school principal. (4) Administrative credentialing programs stress culturally proficient leadership. (5) Districts establish accountability systems which include definitions of high expectations and rigor with professional development leading to conversations about race, social-economic status and student achievement. (6) Teachers are taught to teach all ranges of students. (7) Mandate ALL students be required to meet the A-G requirements of the U C and CSU College systems.