Student Tracking Needs to End | Allen Chen | TEDxYouth@Conejo

Summary

The video discusses the issue of student tracking in American public schools, which categorizes students into high, average, and below-average groups, often starting as early as fourth grade. It highlights the experiences of three students: Madison, a high achiever with ambitious goals; Ray, a capable student struggling to find his place; and Matt, the average student content with mediocrity. The speaker argues that tracking can lead to anxiety and disengagement, ultimately calling for an end to the practice to better align education with evolving job market needs. Viewers are encouraged to think critically about alternatives to tracking.

Takeaways

• 😀 Tracking in schools separates students into high, average, and below average categories based on academic performance.
• 😀 Students are tracked starting as early as fourth grade, influencing their educational paths significantly.
• 😀 High-performing students, like Madison, are often highly motivated and face immense pressure to succeed.
• 😀 The pressure on top students can lead to stress, anxiety, and potentially harmful behaviors.
• 😀 Students like Ray experience challenges within tracking systems, facing barriers when trying to move between tracks.
• 😀 Being caught between tracks can demotivate students and lead to lowered aspirations.
• 😀 Average students, represented by Matt, may feel indifferent about their education and future career paths.
• 😀 The changing job market requires skills that many average students are not prepared for, leading to a skills gap.
• 😀 The historical purpose of tracking was based on outdated labor market predictions and doesn't reflect current needs.
• 😀 The speaker calls for an evolution of the education system to eliminate tracking and better prepare students for modern job markets.

Q & A

What is tracking in the context of American public schools?

Tracking is the separation of students into different academic tracks based on their performance, typically categorized as high performing, average, and below average.

At what educational stage does tracking typically begin?

Tracking often begins in the fourth grade.

What are some examples of academic tracks mentioned in the transcript?

Examples include Advanced Placement (AP) classes, honors classes, college preparatory (CP) classes, and standard classes.

Who are the three students discussed in the transcript?

The three students are Madison, Ray, and Matt, representing high performing, average, and below average academic tracks, respectively.

What are some characteristics of the high performing student, Madison?

Madison is described as determined, achieving straight A's, participating in extracurriculars, and aspiring to study neuroscience.

What challenges does Ray face in the tracking system?

Ray struggles with academic pressure and motivation after being placed in lower tracks, which impacts his confidence and ambitions.

How does Matt view his educational experience?

Matt feels indifferent about school, stating he enjoys it but doesn't see much relevance to his future plans in business.

What is the perceived problem with the tracking system as mentioned in the transcript?

The system creates disparities in motivation and ambition among students, often disadvantaging those in lower tracks and not reflecting the changing job market.

What historical context is provided regarding the origins of tracking?

Tracking was originally established post-World War II to categorize students into roles such as doctors, skilled workers, and factory workers based on perceived economic needs.

What solution does the speaker propose for the issues with tracking?

The speaker advocates for ending student tracking and evolving the education system to better align with contemporary job market demands.