Creating Mathematical Futures through an Equitable Teaching Approach: The Case of Railside School

Background/Context School tracking practices have been documented repeatedly as having negative effects on students’ identity development and attainment, particularly for those students placed in lower tracks. Despite this documentation, tracking persists as a normative practice in American high schools, perhaps in part because we have few models of how departments and teachers can successfully organize instruction in heterogeneous, high school mathematics classes. This paper offers one such model through a qualitative and quantitative analysis. Focus of Study In an effort to better the field's understanding of equitable and successful teaching, we conducted a longitudinal study of three high schools. At one…