Tracking is the grouping of students based on perceived academic ability for instruction. As a pedagogical strategy, tracking was initially introduced into U.S. public schools in the early 1900s as a way to educate and socialize the vastly changing population of northern urban cities that swelled from European immigration and poor Southern blacks looking for better opportunities. Social beliefs of the time regarding the distinct division of classes and the necessary assimilation of immigrants into American culture led to new educational laws that popularized a system that segregated classes into “slow, bright, and lacking” grade levels (Ansalone, 2010 , p. 4). students. Tracking has been seen and used as a practical strategy for educating an increasingly diverse population of students with diverse native languages ​​and educational backgrounds. LaPrade's 2011 review of educational research shows that tracking remains a common practice; in the United States it is employed in approximately 60% of grammar schools and 80% of high schools. Popular tracking programs like AP, honors, and even special education courses have come under a lot of scrutiny and criticism over the past few decades. Concerned parents and educators question the degree of educational equality offered by the programs and the apparent stratification of students by race, gender and socioeconomic status that results from the assignments. Meanwhile, supporters of tracking see it as an effective way to provide tailored instruction, tailored to the level or abilities of all students. According to Ansalone (2010), supporters of academic monitoring support its continued use by appealing to four general assumptions formulated by the pedagogical strategy. The first hypothesizes that programs monitoring academic disadvantage... half of the paper... and social stratification can create. References Ansalone, G. (2010). Tracking: educational differentiation or faulty strategy. Educational Research Quarterly, 34(2), 3-17. Retrieved from ERIC.Ansalone, G. (2005). Putting our schools on the right track: Is detracking really the answer? [computer file]. Radical Pedagogy, 6(2), p. 1. Extracted from the database of the full text of the statement. LaPrade, K. (2011). Removing educational barriers: one track at a time. Education (Chula Vista, California), 131(4), 740-52. Extracted from the statement full text database. Lotan, R. (2006). Teaching teachers to build equitable classrooms. Theory in Practice, 45(1), 32-9. doi: 10.1207/s15430421tip4501_5Rubin, B. C. (2006). Tracking and De-Tracking: Debates, Evidence, and Harmful Practices for a Diverse World. Theory in Practice, 45(1), 4-14. Retrieved from ERIC.