Dr. Carlos Campo, President of Ashland University Synopsis: “Ability grouping” and “tracking” in schools have long been used as tools to help teachers tailor their content and curriculum plans based on perceived mental ability or subject-matter precocity. Unfortunately, far too often, rather than accelerating learning achievement, these practices perpetuate educational inequality by trapping marginalized and minority students in lower-level groups. Every American student deserves the opportunity to attend a four-year university, and it should be their choice — not a school administrator’s — if they pursue alternative educational paths such as the trades... Read more