<P> Detracking occurs when students are deliberately positioned into classes of mixed ability . As opposed to tracking, students are no longer placed in groups based upon academic achievement or ability . Tracking can be associated with giving students in low - track classes less resources, fewer experienced teachers, low expectations, and unchallenging curricula . Proponents for detracking believe that low - track students will greatly benefit in school achievement if they are mixed in with high - track students . </P> <P> Critics of tracking such as Kevin Welner say that detracking will help close the class - based and race - based achievement gap . Often students in low - track classes are disadvantaged racial and ethnic minority students . Those in favor of detracking say that detracking challenges social views about race and intelligence . </P> <P> Tracking has been shown to produce less academic achievement for low - ability students, and higher academic achievement for high - ability students; de-tracking would increase the achievement of the worst students and harm the achievement of the best students . Critics say that not challenging all students with the most advanced curriculum results in overall low student educational achievement, and that students in low tracks do not learn as much as their peers in higher tracks, e.g., advanced mathematics . </P> <P> Teachers typically have higher expectations for students in high - track classes and low expectations for students in low - tracked classes, which affects the self - image of students . </P>

One result of tracking in school is that