Is the lower tracking process responsible for influencing students’ behavior or are they already have a proclivity, predilection towards risky behavior?

Please read the attached article and respond to the following questions, many of which can should be used for our essay, of course. The beautiful thing is that I’ll show you how you can twist words next week, given that there isn’t any “right” way given that it’s a value/social issues.

Whereas the prior piece discusses how grades can be a metric one’s worth and, in turn, be used in favor for the greater good of an institution, education, that will inevitably lead onto the institution of workplace, which will go into taxes, the institution of local, civic, propositions. In the end it goes BACk onto the school district.

Given this concept, this reading argues and posits the mechanism closer, determined how slots are situated as subjects within the school system itself. Of course, there are ways that one CAN work towards a different track, taking their own destiny in their own hands!

What do you say?!

STEP 1: Read: J.OAKES.track.pdf

STEP 2: On a separate sheet of paper, respond:

Question1: is the lower tracking process responsible for influencing students’ behavior or are they already have a proclivity, predilection towards risky behavior? This is an inference question…(this can be analysis)

Question 2: What are some of the drawbacks from standardized testing? To what degree can something so objective have unintentional consequences? ( as you’ll see, where one is placed is determined by a score).

Question 3: How does the author, Oakes, equate race with trackiReadf learns what and how?

Question 6: Should teachers, schools be responsible for “sorting these students?”

Questions 7: What is the justification, argument as to why students should be classified as either high achieving or low achieving students. In other words, tracked?

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