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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote]
So although this can be done, it's not easy, and the students distract each other.  And there's still the problem with gaps in math.  Again - why wouldn't true tracking be a better solution? 
  
If not managed well, the students can distract, but that's true for in any type of classroom.  They can also be trained to work independently in stations.  Some can be pulled out for other interventions.

You didn't answer the question.  Why wouldn't tracking be a better solution? [/quote]

I am interested in the answer to this, if anyone has one.  Why is tracking not a better solution?  [/quote]

Tracking might be a solution at some grade levels.  Generally, it's not a good idea in elementary.  Students can acquire skills at different rates.  The advantage of flexible groups is that teachers can change groups to adjust to the rate at which individual students are learning. The downside of tracking is that it can be used to predetermine the educational opportunities of some children, by isolating them in permanent tracks.  I don't think many educators support this.[/quote]

Not an expert but I wholly support this claim based on experience. I have children, both of whom are/were at the bottom of reading proficiency by the end of first grade. The older one, now in 5th, is the top reader in her/his class. I wouldn't be surprised if the same happens to the younger one. What if they were 'tracked' into a classroom of lower performing kids starting in 1st grade? That's undoubtedly where they would stay. 
I know less about the older grades, but elementary school sure feels like kids develop, leap and bound, in unpredictable ways and at very different speeds.[/quote]

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