Year of Graduation


Document Type


Degree Name

Master of Arts in Teaching and Learning (MATL)

Directing Professor

Deborah Jessee


Most studies of the efficacy and equity of tracking in middle school mathematics focus on programs implemented in large public schools or entire school districts. They do not consider the impacts of how tracking might affect middle school students at a small private school. This study therefore seeks to determine how the theories, findings, and conclusions in the existing research may be applied in the context of a small private school. It begins with an extensive review of the literature that discusses the history and impacts of tracking, focusing on academic achievement, self-esteem and self-concept, and discrimination along racial and socio-economic lines. The study then considers these impacts when applied to a small private school and concludes that, in this context, a school could design and implement a tracking program that enhances student achievement and self-concept while mitigating any negative impacts.