Editing Instructional segregation

===== Date and country of first publication<ref>Date and country of first publication as informed by the Scopus database (December 2023).</ref>===== 
1983<br>
United States
===== Definition ===== 

Instructional segregation refers to the practice of separating students based on their academic abilities or achievements, and providing them with different instructional experiences or opportunities. This segregation can occur within a classroom or school, or through tracking or ability grouping.

There are several forms of instructional segregation, including:

1. Ability grouping: Students are grouped into different tracks or classes based on their perceived academic abilities or achievement levels. For example, students may be placed in high, middle, or low-level classes for various subjects.

2. Tracking: Students are placed in specific tracks or programs based on their academic performance, typically for the entirety of their school career. This often leads to separate curricula and instructional approaches for each track.

3. Achievement-based segregation: Students are assigned to specific instructional programs or interventions based on their performance on standardized tests or other assessments. This can result in separate interventions or remedial programs for struggling students.

4. Special education programs: Students with disabilities are often placed in separate classrooms or schools to receive specialized instruction tailored to their individual needs.

Critics argue that instructional segregation can have negative consequences for students. For instance:

1. Social and psychological impact: Being labeled as low-achieving or placed in a lower track can have detrimental effects on students' self-esteem and self-confidence. It may lead to stigmatization and further exacerbate educational inequalities.

2. Limited opportunities: Students in lower tracks may be provided with a less rigorous curriculum, fewer resources, or less experienced teachers, which can limit their educational opportunities and future prospects.

3. Lack of diversity: Segregation can lead to racially or socioeconomically homogenous classrooms or schools, minimizing opportunities for students to engage with peers from different backgrounds and limiting their exposure to diverse perspectives.

4. Reinforcing inequalities: Instructional segregation can perpetuate existing achievement gaps among students, as students in higher tracks receive additional resources and support, while those in lower tracks struggle to catch up.

To address instructional segregation, schools and educators can:

1. Implement inclusive practices: Emphasize differentiated instruction within mixed-ability classrooms, allowing all students to experience challenging and supportive instruction tailored to their needs.

2. Provide equitable resources: Ensure that all classrooms have access to high-quality instructional materials, technology, and well-trained teachers, regardless of the students' tracking or ability group.

3. Prioritize teacher professional development: Equip teachers with strategies to provide effective instruction to students with diverse learning needs, allowing them to cater to the various skill levels present within their classrooms.

4. Encourage collaboration and teamwork: Encourage collaboration among teachers of various tracks or abilities to share best practices, resources, and knowledge, fostering a sense of collective responsibility for all students' success.

5. Reevaluate tracking and ability grouping practices: Regularly reassess the effectiveness and equity of tracking or ability grouping policies, considering alternative approaches that promote inclusive education and minimize instructional segregation.
==See also== 
==Related segregation forms==
Instructional segregation is frequently discussed in the literature with the following segregation forms: 

[[school segregation]]
[[File:instructional_segregation.png|780x780px]]

This visualization is based on the study [[Segregation_Wiki:About| The Multidisciplinary Landscape of Segregation Research]]. 

For the complete network of interrelated segregation forms, please refer to: 

* [https://tinyurl.com/2235lkhw First year of publication] 

* [https://tinyurl.com/2d8wg5n3 Louvain clusters] 

* [https://tinyurl.com/223udk5r Betweenness centrality] 

* [https://tinyurl.com/244d8unz Disciplines in which segregation forms first emerged (Scopus database).] 
==References== 
==Notes== 
<references /> 
{{NoteAI}} 
==Instructional segregation appears in the following literature== 

Coleman J.M. (1983). Handicapped labels and instructional segregation: Influences on children's self concepts versus the perceptions of others. ''Learning Disability Quarterly'', ''6''(1), 3-11. https://doi.org/10.2307/1510857

Coleman J.M., Fults B.A. (1985). Special Class Placement, Level of Intelligence, and the Self Concepts of Gifted Children: A Social Comparison Perspective. ''Remedial and Special Education'', ''6''(1), 8-10. https://doi.org/10.1177/074193258500600102

Buttaro Jr. A., Gatsambis S., Mulkey L., Steelman L.G. (201). An organizational perspective on the origins of instructional segregation: School composition and use of within class ability grouping in American kindergartens. ''Teachers College Record'', ''112''(5), 1300-1337. Teachers College, Columbia University.https://doi.org/