Tracking is the grouping of students based on their perceived academic abilities for instruction. As an educational strategy, tracking was initially introduced into American public schools in the early 1900s as a way to educate and socialize the changing population of northern urban cities, which grew due to immigration European and poor black immigrants from the south in search of better opportunities. Societal beliefs of the time regarding the distinct division of classes and the required assimilation of immigrants into American culture resulted in new education laws that popularized a system that separated classrooms into "slow, brilliant and deficient” (Ansalone, 2010, p. 4). the learners. Tracking has been viewed and used as a practical strategy to educate an increasingly diverse population of students with different native languages ​​and educational backgrounds. LaPrade's 2011 review of educational research shows that tracking remains a common practice; in the United States, it is used in approximately 60% of high schools and 80% of high schools. Popular tracking programs such as AP, honors, and even special education courses have received much scrutiny and criticism in recent decades. Concerned parents and educators are questioning the degree of educational equality offered by the programs and the apparent stratification of students by race, gender and socioeconomic status that results from homework. Meanwhile, proponents of academic tracking see it as an effective way to provide all students with appropriate education, tailored to level or ability. According to Ansalone (2010), proponents of academic tracking support its continued use by appealing to four general assumptions made by instructional strategy. The first hypothesizes that programs to monitor academic and social stratification can create.ReferencesAnsalone, G. (2010). Follow-up: educational differentiation or faulty strategy. Educational Research Quarterly, 34(2), 3-17. Extracted from ERIC. Ansalone, G. (2005). Getting our schools on the right track: is detracking really the solution? [computer file]. Radical pedagogy, 6(2), p. 1. Extracted from the Education Full Text database. LaPrade, K. (2011). Removing educational barriers: one track at a time. Education (Chula Vista, CA), 131(4), 740-52. Retrieved from the Education Full Text database. Lotan, R. (2006). Teaching teachers to build equitable classrooms. From theory to practice, 45(1), 32-9. doi:10.1207/s15430421tip4501_5Rubin, British Columbia (2006). Monitoring and disruption: debates, evidence and harmful practices for a heterogeneous world. From theory to practice, 45(1), 4-14. Extract from ERIC.