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29 Colum. J.L. & Soc. Probs. 469 (1995-1996)
Revisiting Brown v. Board of Education: How Tracking Has Resegregated America's Public Schools

handle is hein.journals/collsp29 and id is 479 raw text is: Revisiting Brown v. Board of Education: How Tracking Has Resegregated America's Public Schools ANGELIA DICKENS- I. INTRODUCTION B.J. was a 10-year-old [African-American) student who had always done his school work diligently with average results.... The following September, without notice to his parents, B.J. was placed in a class for children who were either mentally retarded or had learning disabilities. B.J. was disappointed because he no longer went to class with his friends and because the class was boring. After two months in the class just wasting time, B.J. thought that the school was trying to make him act like the retarded children. This belief was reinforced by his friends in regular classes who now avoided him. B.J. then quit going to school.1 School systems have the precarious task of ensuring that all students receive an adequate education. However, student popula- tions within these systems are heterogenous economically, cultur- ally, and socially. This attempt to ensure an adequate education is fused with an effort to structure a school system that comports with the ideals of a democratic society.2 Academic tracking is a * Writing & Research Editor, Colum. J.L. & Soc. Probs. 1995-96. The Author thanks Professor Jack Greenberg of Columbia Law School. The Author also wishes to thank Jenny Liu for her tireless efforts in the production of this article, as well as Kathy Rhew, Brian Ledah, and Elai Katz for their painstaking work and wise suggestions. 1. Kenneth J. Meier et al., Race, Class, and Education, The Politics of Second- Generation Discrimination 3 (1989) (citations omitted). 2. Yehezkel Dar & Nura Resh, Classroom Composition and Pupil Achievement: A Study of the Effects of Ability-Based Classes 1 (1986).

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