That sounds absolutely horrible for anyone outside the average. If this is what Mist is talking about, uggh. I mean, I get the idea that by doing it this way, some poorer students would work harder. Is that worth leaving behind the worse students and boring the shit out of the better students? Dunno.
It's not exactly what I'm talking about, no.
If we're going to have a discussion about education reform, let's all take a break and watch
Waiting for 'Superman' (2010) - IMDband then come back. It's been praised by conservatives and by some on the left. It is anti-teacher union, but it also makes strong points against tracking.
But while I'm here, the problem is that most tracking systems are setup in such a way that there is very little difference in ability between their A track and their B track students, the difference being that their A tracks have always been A tracked and their B tracks have always been B tracked. Most of the kids in the A track aren't that exceptional, they can't be, that's just statistical fact. As for remedial students, there's already a mechanism for dealing with them, holding them back grades.
One serious problem with our education system is that each city and suburban town and rural community is its own little fiefdom when it comes to education. If you wanted to truly serve the most gifted students, you'd need to ship many them out of district to schools with a large population to make full gifted programs. The middle track would get a lot wider, to reflect the statistical reality of academic ability, ie that most kids are pretty close to average when looked at across the board. The better students on a per subject basis within the middle track could help the weaker students through peer tutoring and also by just being present in the same classes with them something that would especially benefit districts with less teaching resources. This could benefit those stronger students, because you gain a deeper understanding of a subject by teaching others, and if they're recognized for their effort. All students in the main track would get access to the same optional classes and extracurriculars, and could still opt into college credit/AP courses in their final years of schooling. The truly remedial would get held back or placed into proper remedial courses to get them back into the middle track, rather than just stuck in the ghetto of the C track for the rest of their academic careers. Special education programs would still exist for students with special needs.
The problem is that most tracking systems are lazy (I've seen many districts that didn't bother tracking kids by ability per subject, just basically assigning them blanket A, B or C trough across the board) and most detracking systems are lazily implemented too, because teachers and administrators are lazy.