The Structure and Organization of Schools
In this chapter of Affirming Diversity, Nieto focuses on organizational issues in the school, such as tracking, retention, standardized testing, disciplinary policies, and family and community involvement in the school. Before reading this chapter, I had thought of tracking as a good way observe a student’s performance throughout their educational career. Like many others that do not hear about its negative effects, I thought that tracking was a good way to see how different groups were performing in schools. When I was a sophomore in high school, I even did a research project on my school district in which tracking statistics was used as data. I had never considered the negative consequences of tracking. I found the experiment involving the kindergartners being placed into three groups and seeing where they were in three years very interesting. It is clear that where you are placed early in life has a huge effect on how you evolve. Nieto says that tracking is largely related to racial and social differences, but it is hard for me to see that from my previous education. In my elementary and junior high schools, there were very few minorities and we all were in the same social group. I can, however, see how tracking has a lasting effect on a student’s academic life. In fourth grade, we have a reading and writing test that some of us took to see if we were accelerated learners. If a student performed exceptionally well on the test, they were put in the Project Idea Program and were taken out of the classroom for many of their classes. When they reached junior high, they were in the same classes together, as well as in high school. Their performance on one test took them on a different track than they could have been on. I’m not sure if they ended up graduating more successfully than those who weren’t accepted into the Project Idea Program, but their grouping was clear throughout their education. A horrible consequence of tracking is the perception the student has of themselves and how that affects their performance in the classroom. I can agree that when I am in a more advanced class when more is demanded of me, I work harder because I feel that I’m meant to be there. Nieto goes on to talk about the negative aspects of standardized testing. Through learning about the No Child Left Behind Act last year, I already knew how standardized testing can be unhelpful and harming at times. These tests put students into groups once again and narrows the teacher’s curriculum. I agree with the alternative methods of testing, such as portfolios and performance assessments in order to document a student’s improvement. Through this chapter, I am able to see how the structure of the school, which isn’t always thought of as important, has a huge effect on students.