Some of the previous standards returned during the early 80's, when the "Back to Basics" movement reacted against the fads of the late 60's and the 70's by reinstituting traditional curricula. But the underlying ideas of Kozol and others did not go away, and the progressive watchword in education has continued to be "equality."



As a result, grouping students according to ability -- a practice viewed by many in the education establishment as synonymous with tracking -- has been almost completely eliminated in K-8. Instead, most schools practice full inclusion, which means educators are expected to teach students with diverse backgrounds and abilities in the same classroom using a technique known as "differentiated instruction."

Unfortunately, the efforts and philosophies of otherwise well-meaning individuals have attempted to eliminate the achievement gap by eliminating achievement. Exercises in grammar have declined to the point that they are virtually extinct. Book reports are often assigned in the form of a book jacket or poster instead of a written analysis. Essays now are "student-centered" -- even history assignments often call upon students to describe how they feel about past events rather than apply factual analysis. Math classes are now more about math appreciation and being able to explain how a procedure works rather than the mastery of skills and procedures necessary to solve problems.

An exception can be found in gifted and talented programs. These programs -- some of which begin as early as third grade -- are a reaction against the low expectations brought on by full inclusion. These programs often make matters worse. They can be rigid, excluding late bloomers by testing them into a "non-honors" track early in life. In other words, the elimination of ability grouping has become a tracking system in itself that leaves many students behind.

Interestingly, new reports suggest that ability grouping may be making a comeback. The National Bureau of Economic Research has released a study that examines the effects of sorting students by ability. The study looked at data from the Dallas Independent School District and found that sorting by previous performance "significantly improves students' math and reading scores" and that the "net effect of sorting is beneficial for both high and low performing students." The same benefits were found among gifted and talented students, special education students, and those with limited English proficiency.

The 2013 Brown Center Report on American Education contains a study by Tom Loveless of the Brookings Institution that also looks at ability grouping and tracking in schools. The study found a recent increase in both practices -- a trend Loveless finds noteworthy, given the long-term resistance to each. He suggests a few possible reasons for the reversal: The emphasis on accountability, started by No Child Left Behind, may have motivated teachers to group struggling students together. The rise of computer-aided learning might make it easier for them to instruct students who learn at different rates. And a 2008 MetLife Survey of the American Teacher reports that many teachers simply find mixed-ability classes difficult to teach.