![]() Improving Student Achievement by Infusing Highly Effective Instructional Strategies into Multi-Tiered Support Systems (MTSS)-Response to Intervention (RtI) Tier 2 Instruction In light of this, NCSM calls instead for detracked, heterogeneous mathematics instruction through early high school, after which students may be well-served by separate curricular pathways that all lead to viable, post-secondary options. As a practice, tracking too often leads to segregation, dead end pathways, and low quality experiences, and disproportionately has a negative impact on minority and low-socioeconomic students. While we acknowledge that manyįactors hinder such student access, in this position statement we call for the cessation of one clear,Īddressable factor: the practice of tracking. NCSM: Leadership in Mathematics Education, believes that all students should have access to high quality instruction and post-secondary educational opportunities.
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