Ed schools entrench anti‑tracking

The guest argues that schools of education have embedded an equity-first, anti-tracking ideology that keeps students of widely different abilities in the same classes. He says this persists despite public dislike and thin empirical support, and that tracking plus individualized pacing better serves both advanced and struggling students. — If ed-school dogma, not evidence or voter preference, drives classroom grouping policy, reform must target teacher training pipelines and governance rather than only district-level rules.