Honors For All at Garfield HS (Year 1) 2018-19

Detracking Efforts in Seattle Public Schools
Preliminary Case Study of Integrated Honors

at Garfield High School (Phase I Research)
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Eric M. Anderson, PhD

Director of Research & Evaluation
emanderson@seattleschools.org
Abstract:
This preliminary case study explores efforts to create an Integrated Honors program at Garfield High
School (GHS). The study purpose is to develop a baseline understanding of detracking successes and
challenges to inform future research into broader efforts to desegregate learning and improve equitable
access to accelerated learning opportunities in SPS. A planned Year 2 study in 2019-20 aims to delve
deeper into implementation challenges and best practices and examine longitudinal student outcomes.
“Honors for All” (Integrated Honors) at Garfield High School: Beginning in the 2016-17 school year,
Garfield implemented a new detracking approach for 9th grade English Language Arts and Social Studies
courses, which was subsequently expanded to 10th grade. Originally termed “Honors for All,” the intent
of this effort is to create heterogenous learning environments in which historically segregated student
populations at GHS are blended into a de-tracked curriculum. Whereas in previous years students were
separated between Honors courses and regular courses, Honors for All combined students in mixed
courses that included both Highly Capable (HC) and General Education students. Program goals are to
provide students opportunities to learn alongside peers of varied cultures/backgrounds in a “full honors
curriculum” and to improve equitable access to advanced courses, such as Advanced Placement (AP).
Summary of Implementation Findings:
• Integrated Honors Course Expectations and Rigor: Teachers emphasized the importance of
curricular depth (over breadth of coverage) and developing college preparatory skills such as
critical thinking in honors courses. Teachers conceded the wider range of academic skills in the
classroom can lead to some “compromises” in course expectations – and appear to
accommodate this in part by limiting the course pace and curricular content coverage during the
year. Highly Capable students tended to perceive Integrated Honors courses as less challenging
than other advanced courses at GHS, such as AP courses, but it depended on the teacher, and in
some cases, integrated honors courses were very challenging for HC students.
• Meeting the Diverse Needs of Students in Integrated Honors: Teachers described varying
approaches to differentiation but appear to experience challenges in meeting the needs of
diverse learners in integrated courses. Students perceived these challenges as well, emphasizing
success depended on the teacher.
• Leveraging Student Diversity in Integrated Classrooms: Teachers emphasized efforts to build

student collaboration skills, peer relationships, and a positive community and culture in diverse
classrooms. Highly Capable students said classroom diversity is beneficial – and they appreciated
opportunities to learn with and alongside diverse peers. Students of Color believe Honors
teachers are making a sincere and conscious effort to integrate classroom learning cultures to
be inclusive and welcoming for them, but they don’t always feel comfortable and confident in
integrated classrooms, particularly when composed predominantly of students who’ve been in
an HC cohort together for multiple years
Key Successes to date: Honors for All teachers appear to be unified by a core vision aligned to district
goals for racial equity, inclusion, and improving school climate and culture. Every student participating in
the study expressed support for continuing detracking efforts at Garfield. Students view Honors for All
as a good start and important effort toward addressing racial inequities at Garfield. There are indications
Honors for All provides meaningful opportunities for students from diverse races and backgrounds to
build networks and other positive connections they benefit from. There are anecdotal indications
Integrated Honors may provide academic benefits for students of color, particularly with respect to their
confidence to take more advanced courses, but more broad-based research and a longitudinal analysis
of measurable student outcomes, would be required before drawing any firm conclusions.
Key Implementation challenges: There appears to be inconsistency across courses in the degree of rigor
and challenge experienced by all students – likely in part because teachers have fully specified a
consistent, concrete curricular and pedagogical framework for Integrated Honors. It’s not clear teachers
have the materials, training and support to fully differentiate instruction in order to meet the diverse
academic and social emotional needs of students – though this is a common challenge for teachers in
many schools across SPS. There are indications teachers may vary in their capacity to skillfully lead highly
diverse classrooms effectively and create safe and welcome learning environments for all students.
Detracking Efforts in Seattle Public
Schools: Phase I Research
Preliminary Case Study of Integrated
Honors Courses at Garfield High School
Seattle Public Schools
Research & Evaluation Department
September 2019
Seattle Public Schools | 555-555-5555 | www.seattleschools.org

Detracking Efforts in SPS: Preliminary Case Study
Overview of Study
• This report summarizes findings from a preliminary Year 1 case study of the
“Honors for All” (Integrated Honors) program at Garfield High School.
• A planned Year 2 study in 2019-20 aims to delve deeper and broader into
detracking challenges and best practices – at Garfield and other SPS
schools – and conduct a longitudinal student data analysis.
• Conducted by the SPS Research & Evaluation Department, this study was
approved by the School Board as part of the 2018-19 Educational Research
and Evaluation work plan.
• This preliminary research is the first phase of a proposed multi-year study

to inform broader efforts to improve equitable access to advanced courses
and integrate learning environments in SPS.
Detracking Efforts in SPS: Honors for All Case Study
Research Questions
This preliminary Year 1 case
study explores efforts to create an Research questions guiding this
Integrated Honors program at preliminary case study:
Garfield High School (GHS). The
• What is the Honors for All program
study purpose is to develop a
purpose and vision at GHS?
baseline understanding of detracking
successes and challenges to inform • What are perceived successes and
future research and analysis of challenges associated with
broader detracking efforts to implementation to date?
desegregate learning and improve
equitable access to accelerated and • To what extent has Honors for All
advanced learning opportunities. desegregated learning in Language
Arts and History courses at GHS?
Data Collection
In-depth teacher interviews and focus groups with students participating in
Integrated Honors courses were conducted at Garfield HS in June 2019.
• 7 teachers in the Honors for All program were interviewed 1:1
• 3 focus groups were conducted with students in grades 9-11. Participants

included both Highly Capable (HC) students and General Education
students. Nearly half of participants identified as students of color.
Course data was analyzed to examine the degree to which Honors for All has led
to fully blended honors course sections at GHS. Initial descriptive data linked to
student outcomes, such as access to AP courses is provided.
Due however to insufficient longitudinal student cohort data (to date), this
preliminary study does not include a statistical assessment of the longer term
impact of Honors for All on student outcomes at GHS.
Study Limitations
Qualitative findings only provide indications of program successes and challenges
• Meaningful insights were gathered from the perspectives and experiences of teachers and
students participating in the study (from in-depth conversations using consistent interview
protocols), but without investigating the broader perspectives of the staff and student
body, strong program claims cannot be made at this stage.
• It was beyond the scope of this preliminary study to observe classroom instruction,
analyze curricular materials, or conduct a full survey of staff, students, or families.
Data analysis of student outcomes are descriptive only at this stage, and do not
support any causal claims about program effectiveness
• Due to limited student cohort data available (to date), this preliminary study does not
statistically asses the longer term program impact on student outcomes.
• As more cohort data becomes available, future longitudinal statistical analyses may
examine the degree to which outcomes have been impacted (e.g., AP courses and scores)
for diverse student groups (e.g., Highly Capable students, Students of Color)
5
Report Outline
• Program Background
• Summary of Research Literature
• Program Implementation Findings
• Student Data Analysis
• Summary of Findings
• Next Steps and District Actions
6
Program Background
• Diversity and racial

segregation at Garfield
• Educator vision and

purpose for Honors for All
• Community support
Program Background
About “Honors for All” at Garfield High School
• Beginning in the 2016-17 school year, Garfield High School implemented a
new detracking approach for 9th grade English Language Arts and Social
Studies courses, which was subsequently expanded to 10th grade.
• Originally termed “Honors for All,” the intent of this effort is to create
heterogenous learning environments in which historically segregated student
populations at GHS are blended into a de-tracked curriculum.
• Whereas in previous years students were separated between Honors courses

and regular courses, Honors for All combined students in mixed courses that
included both Highly Capable (HC) and General Education students.
• Program goals are to provide students opportunities to learn alongside peers

of varied cultures/backgrounds in a “full honors curriculum” and to improve
equitable access to advanced courses, such as Advanced Placement (AP).
8
Program Background
Perceptions of student diversity and racial segregation at GHS
• Teachers and students describe GHS as Teachers said…
demographically diverse but racially “The students group together, in some ways on
segregated in many ways, both their own, and in other ways it's done to them.”
academically and socially – but perceive
this to be a broader issue in SPS, and
not a challenge unique to GHS “Segregated classes lead to social segregation
because when the students aren't in classes
together, then they don't develop relationships.”
• Teachers and students believe tracking
contributes to academic and social
segregation across racial groups at GHS Students said…
“Garfield is separated along academic tracks… that extends into
the physical space... you see cliques from different races in the
• The intersection of programs drawing hallways.”
students from highly diverse academic
and socioeconomic backgrounds provides “When you have more white students in AP and more people of
important context for the school’s efforts color in regular classes, you're not going to have connections
to create a more integrated community between groups, and that creates more divide in social life.”
“Even in my elementary school… It was insane how segregated it

was. The hallway was literally divided in half… The HC kids had
different recesses in the morning, so you'd go to school wide
assemblies and there were all these kids I've never seen before.”
9
Program Background
Educator vision and purpose for Integrated Honors courses
Teachers said…
• Teachers believe integrating honors
• “Our goal was to expose all students to a rigorous,
courses gives every student an equitable rich curriculum… and build high expectations for all.”
chance to succeed at GHS, by beginning
9th grade with more rigorous instruction • “Honors for All was an important step towards fixing
the racial divide in honors level and AP classes.”
• Teachers emphasized that importance of • “(Before) the regular sections were filled with kids
addressing systemic inequities that who have been told their whole lives that succeeding
begin much earlier before high school at school was not for them… We just felt we can't
conscience this anymore.”
• “I've talked to students of color that have just been

damaged by middle school. Making them feel
stupid… Intelligence manifests in so many ways,
which I don't think they've been told enough.”
10
Program Background
Educator vision and purpose for Integrated Honors courses (cont’d)
Teachers said…
• Importantly, teachers emphasized the
human and social benefits of integrating • “Watching kids from different races and
backgrounds sit together, and laugh, and help each
honors courses – even if these don’t other is tremendously gratifying.”
always translate directly to standard
measures of academic achievement • “It is important that students learn to interact with
people who are different than them… Our society
needs that more than it needs students who know
about Song Dynasty.”
• Teachers expressed that learning how to
work with different people and emotional • “You can't have rich conversations and dialogue
intelligences, are developmental skills when all the white kids are in one room and all the
kids of color in another room.”
that Highly Capable students may at
times struggle with, and therefore • “(Detracking) helps kids become better human
beings. It teaches them empathy and interpersonal
benefit from in detracked settings skills that they really need.”
• “(Detracking) increases the spirit of unity when kids
understand there's value in learning to work with
others, and that other people are interesting and
cool, and may have different skills than they do.”
11
Program Background
Teacher perceptions of community support for Integrated Honors
• Teachers described how a small but vocal Teachers said…
group of parents expressed strong
resistance, especially the first year • “It was hard when you hear (some people say) that
having a bunch of black students in class was
inherently going to dumb it down… Many of the
students who were being integrated in the class were
• Teachers appreciated some of the concerns highly skilled, but just weren't served in the past.”
raised by parents, but viewed these as
rooted in protecting privileges for families • “(It was hard to respond to critics) because a lot of
what we had was anecdotal, like friendships were
with higher socioeconomic status forming or collaboration skills were growing, and
those aren’t easy to quantify.”
• Teachers described the first year as difficult, • “I think parent resistance has waned. There was
but they persisted with broad support from resistance at first, but overwhelmingly the parents of
the students who I have taught, were overwhelmingly
the Garfield staff and school administration supportive of it.”
• “I think a lot of our HC parents always supported it…
• Teachers believe Honors for All is largely even if they weren’t as vocal publicly.”
accepted by the school community today • “There has been broad support. Schoolwide I would
say about 85% of staff are supportive.”
• “Our new teachers have never known it differently. It's
just how we do things here now.”
12
Summary of Research
Literature
• Research on tracking
• Evidence from studies of

detracking reforms
• Best practices for

implementing detracking
Summary of Research Literature

Rationale for Tracking in the Research
• Tracking, the sorting and grouping of students for instruction based on
assessment of academic ability and achievement, is a long-standing
organizational practice of education in the United States.
• Proponents argue that academic tracks make it easier for teachers to

target instruction appropriately for varying student needs.
• Students in high-track classes often benefit from tracking due

educational advantages associated with learning alongside high-achieving
peers, high educator expectations, and rigorous instruction
• The most common justification for tracking rests on concerns that high
achievers will be adversely affected by detracking, which may lower
learning expectations and make instruction more challenging for teachers
(due to the wider range in academic preparation of students in the classroom)
See Appendix for list of research articles reviewed and suggestions for further reading
14

Critique of Tracking in the Research Literature
• Tracking is critiqued by researchers for separating students along race and
class lines, and for perpetuating unequal access to a high quality instruction
and a college-bound curriculum, including more advanced courses. Even within
integrated schools, tracking often resegregates students by race.
• The negative impact of tracking on students in lower tracks is clear

from empirical studies over several decades. Studies further indicate that
tracking widens the achievement gap between low- and high-achieving
students over time. In contrast, research on accelerated instruction
indicates that a more rigorous, enriched curriculum can benefit low achievers.
• Some studies indicate tracking has positive achievement effects,

particularly for higher track students. Findings from meta-analyses (of
multiple research studies) show that tracking tends to benefit higher achieving
students, although the academic benefits are small.
15

Research on Detracking Reforms
• Detracking efforts have generated controversy and, in some cases,
concerted opposition, especially from parents of children in higher tracks who
fear detracking will result in lowered academic standards.
• Multiple research studies have found that middle- and low-achieving

students realize higher academic gains in detracked settings.
• The effect on high achievers in detracked classrooms is less clear.

Some studies find the learning of higher achievers decreases in detracked
classes, while other studies report no significant differences.
• Metanalyses of experimental and quasi-experimental studies have concluded

detracking had moderately positive effects for low-achieving students,
and no significant effects for high or average-ability students.
16

Research on Best Practices for Implementing Detracking Reforms
• Research-based best practices for detracking include curricula with
multiple points of entry that are challenging and relevant; building a classroom
community for all learners; and providing differentiated supports for students.
• Some researchers emphasize that reform should address underlying

belief systems and hidden biases to ensure commitment to the belief that
all students can achieve with an enriched, accelerated curriculum. Other
researchers emphasize culturally responsive pedagogy—i.e., building on
students’ own interests, knowledge, real-life experiences; and learning
activities that showcase and support students’ unique strengths.
• When detracking is not accompanied by professional development and

instructional retooling, teachers have often struggled. Research has
shown that students are often concerned about inequities and favor detracking
reform, but express concern that teachers need retraining.
17
Implementation Findings
• Integrated Honors course
expectations and rigor
• Meeting the diverse needs of

students in integrated courses
• Effectively leveraging student

diversity in the classroom
• Improving access to AP courses
• Conclusions reached by the

students in the study
Integrated Honors Course Expectations and Rigor
• Teachers emphasized the Teachers said…
importance of curricular depth
• “I believe in challenging thinking, challenging
(over breadth of coverage), and reading, and asking kids to make inferences and
developing college preparatory handle complex scenarios and questions.”
skills such as critical thinking and
writing in honors courses • “For 14-year-olds, I'm not a strong believer in
burying them with homework.”
• Teachers de-emphasized the • “To escape with a diploma you need basic grammar
and writing skills… (but) to be successful in college,
importance of course pacing and you need to be able to write an essay well, and you
the amount of homework as need to be able to read complex text.”
defining “rigor” for honors courses
• “We do our best to focus on higher level thinking
and questioning… Critical thinking skills are what’s
going to serve them for the rest of their life.”
19
Integrated Honors Course Expectations and Rigor (continued)
• Teachers conceded the wider range of
academic skills in the classroom can lead to Teachers said…
some “compromises” in course expectations
• “You end up either doing lessons which are too
hard for some kids or too easy for others…. It’s a
• Teachers appear to accommodate the wider constant compromise.”
range of developed academic skills in part by
limiting the course pace and curricular content
coverage during the year • “The class doesn't cover as much material as
rapidly as the honors class we used to teach.”
• Teachers co-design lessons together, but it’s
not entirely clear they’ve fully specified a • “Pace is a major question, and honestly my
consistent, concrete Honors curricular inclination is to go a little slower, and then build
framework. Garfield teachers however appear in richer differentiation for the HC kids.”
committed to continuously reviewing and
improving the honors program design.
• “(It’s not easy) at the beginning of the year to
start with writing a paragraph when you have
HC kids who've written an essay a week for a
year.”
20
Integrated Honors Course Expectations and Rigor (continued)
• Highly Capable students tended to Highly Capable (HC) students said…
perceive Integrated Honors courses • “Honors for All classes are more diverse but a lot
as less challenging than other easier. They don't feel like honors classes to me.”
advanced courses at GHS, but it
depended on the teacher, and in some • “I didn't feel challenged in my honors classes. It
felt like teachers didn't make the classes
cases, integrated honors courses were challenging, because it was mixed honors.”
very challenging for HC students
• “I had one honors class that worked. The teacher
ran the class like an honors class and created a
consistent framework of expectations that
• Highly Capable students expressed motivated students... That class was more difficult
that classrooms with students from than some AP classes I've taken at this school.”
very diverse academic backgrounds
can make integration difficult, but • “I think there are a lot of students that can be
motivated with good instruction, but there are
success depended on the teacher some who just don’t seem to respond well to
school… I think putting them in programs where
they might slow others down is an issue.”
21
Meeting the Diverse Needs of Students in Integrated Honors
• Teachers described varying Teachers said…
approaches to differentiation and • “Differentiation is always a challenge because it's
supporting student needs time consuming… I’d love more PD and training on
the best and easiest ways to differentiate.”
• “We could do better at differentiating and
• Teachers appear to experience creating different levels. I think we need to
challenges in meeting the needs of continually work to make it better.”
diverse learners in integrated
courses, though effective Students said…
differentiation is a commonly cited • “One of my teachers was very good at supporting
students on different tracks and incorporating
challenge for teachers in SPS everyone's needs… My other teacher was not so
good at that and the class was very chaotic.”
• Students perceived similar • “It seems for the HC kids, the teacher thinks,
You're fine, you don't need my help… So, she's
challenges, emphasizing success focused on the other ones and not me.”
depended on the teacher • “I think the teacher is so important. I really enjoy
my teachers and do think they are trying their best
to make it a good level for everyone.”
22
Leveraging Student Diversity in Integrated Classrooms
• Teachers emphasized efforts to build Teachers said…
student collaboration skills, peer • “We explicitly teach collaboration skills… The bulk
relationships, and a sense of of our lessons are built around table groups and
community and positive culture in kids having a dialogue around driving questions.”
diverse classrooms – many of the
efforts described appeared to be • “We do lots of group work – and I make sure
groups are racially diverse. It's a lot of classroom
thoughtful and well planned. culture building at the beginning and throughout
the year.”
• “We design small group interdependent tasks so

students work together to achieve a common goal.
That helps develop social and academic bonds.”
• “What I can do is just build empathy… We read

vignettes and the kids write a few about their lives.
We listen to each other's stories.”
23
Leveraging Student Diversity in Integrated Classrooms (continued)
• Highly Capable students said Highly Capable (HC) students said…
classroom diversity is beneficial – • “It was very valuable hearing different viewpoints
and they appreciated opportunities that I wouldn't have gotten in other classes… I
to learn from diverse peers. thought that was a very direct benefit of the
diversity in that class.”
• “I think the Honors teachers are trying their best…

• HC students indicated that success I really appreciate those classes because there's
depends on the teacher’s skill in some people that I probably would never interact
creating an integrated classroom with had I not had those classes.”
culture. They described instances
where diversity wasn’t leveraged • “If teachers are trained to be more intentional
with the conversations that they lead, I think that
well by teachers in their view. makes a really big difference.”
• “We were able to have some better conversations

because there was more diversity in the class, but
it felt like a lot of the conversations we tried to
have were kind of awkward.”
24
Leveraging Student Diversity in Integrated Classrooms (continued)
• Students of Color believe Honors Students of Color said…
teachers are making a sincere and • “I think my teacher this year makes a big effort to try and
conscious effort to integrate
classroom learning cultures to be make us comfortable… She's trying more than a lot of
inclusive and welcoming for them other teachers that I've had have tried.”
• Students of Color however don’t • “I don't think it's very different because in Honors for All.
always feel comfortable and The white kids are still more likely to speak up… or the
confident in Integrated Honors teachers are white, and they mostly call on the white kids.”
classrooms, particularly when
composed predominantly of
students who’ve been in an HC • “When you don't know anybody, you don't feel it's a
cohort together for multiple years trustworthy environment… with all the people who went to
the same schools and known each other for years.”
• “You feel you're going to be judged for something you

say… or what if what I'm saying isn't seen as smart? So,
you don't feel like you belong, so you don't say anything.”
25
Increasing Equitable Access to Advanced Placement Courses
Students of Color said…
• The Students of Color that • “I feel it's a big impact because of the higher standard
participated in the study you’re held to when you start your high school career. Just
said the Integrated the name itself, Honors, you're holding yourself to a higher
standard than a regular class. So, you'll automatically
Honors program boosted think… let me take something harder to challenge myself.”
their academic confidence
and had a significant • “The Honors for All classes made me feel like I can take an
AP class. It makes you feel more prepared or capable of
positive impact on their taking the same AP class.”
confidence to AP courses.
• “Those Honors teachers were teachers I learned to trust
over the year… They encouraged me to take AP classes.”
• “When I did well in an Honors class, I felt way better…

Because it's more difficult than a regular class. And then
next on the trail is AP… So, you get that boost that's like,
okay, I can do AP. You get that confidence.”
26
Conclusions reached by Garfield Students we spoke with
• Highly Capable students we spoke Highly Capable (HC) students said…
with unanimously want to see • “These programs should start from kindergarten.
Honors for All continue at Garfield Starting in 9th grade doesn’t solve the racial divide.”
• “It needs to start a lot earlier because when you're in

• HC students however believe 9th the HC track you get jumped two grade levels ahead.”
grade is too late to start this kind
of effort because the inequities
from tracking begin much earlier in • “I don't think Honors for All is incredibly effective, but
I don't think it's been detrimental to me at all.”
middle and elementary school
• “I don't think it's amazing, but I would say we should
• HC students agree the program continue it. I don't see a better option at Garfield.”
needs to be improved and pointed
to the importance of teacher • “Honors for All is doing what it's supposed to… But I
preparation and training think it has a long way to go… If we can't start it
earlier, we can at least start here and work our way
down.”
27
Conclusions reached by Garfield Students we spoke with
• Students of Color view Honors Students of Color said…
for All as a good start and an • “The attempt is being made, which is good. We want
important effort toward to see it more blended throughout the school so that
students can establish connections with different
improving racial equity at people more easily… Create more spaces where people
Garfield, but told us it needs of color and white students can connect.”
to improve to ensure they feel
• “One thing that can be improved is make sure it’s a
comfortable and welcome in diverse class. Don't just say it's diverse just because
integrated courses you have a few people of color.”
• “The teachers could be trained better so they know

how to make everyone feel comfortable and
welcome… They don’t always know how to meet the
needs of everyone or create a blended class.”
28
Student Data Analysis

• Student Demographics
• How blended and

desegregated are Honors
for All course sections?
• Preliminary look at student

outcomes
Garfield Student Demographics

Race/Ethnicity - 9th Grade Students
Students enrolled as of Oct. 1, 2019
Students of Color Furthest from Educational Justice Students by Race / Ethnicity

9th Grade, Percent of Students by Year 9th Grade, 2018-19
*Students of Color Furthest From Educational Justice – African and African American, LatinX, Pacific Islander, Southeast Asian, and Native American Students 30
Garfield Student Demographics

HC program participation - 9th Grade Students
Students enrolled as of Oct. 1
At Garfield, Students of Color Furthest from Educational Justice make up 35%

of all 9th Grade students, but only 9% of Highly Capable (HC) students.
Percent of 9th Grade Students vs Percent of HC Students

2018-19
*Students of Color Furthest From Educational Justice – African and African American, LatinX, Pacific Islander, Southeast Asian, and Native American Students 31
Honors for All Course Composition

Before and After Transition to Honors for All
9th Grade English 9th Grade Social Studies
Students of Color Furthest from Educational Justice Students of Color Furthest from Educational Justice
Course Participation Course Participation
The proportion of Students of Color
Before After Honors for All Before After Honors for All
enrolled in 9th Grade Honors English
and 9th Grade Honors World History I
Percent of Students of Color FFEJ Enrolled by Course
Percent of Students of Color FFEJ Enrolled by Course

increased significantly with the shift
to Honors for All in 2016-17.
Of 27 students NOT enrolled

9th Grade Honors English in
2018-19, nearly all were
served by the ELL and/or
Special Education and enrolled
in a specialized ELA course
*Students of Color Furthest From Educational Justice – African and African American, LatinX, Pacific Islander, Southeast Asian, and Native American Students
Desegregated Course Sections

9th Grade English – Before and After Honors for All
Which 9th Grade Comp & Lit Course Sections had a percentage of Students of Color FFEJ
within the range we would expect if students were evenly distributed?
Before After Honors for All Before de-tracking (2015-16), half of 9th Grade
English classes had a proportion of Students of
Color FFEJ outside of the range we would expect
if students were assigned randomly to sections. In
the three years after de-tracking, nearly every
course section had a percentage of Students of
Color FFEJ within the expected range if students
Course Sections
were randomly assigned to sections.
Average % of Students
of Color FFEJ
Range in which we
would expect % of
Students of Color FFEJ
to fall for each section
98% of the time if
students were
randomly assigned
Desegregated Course Sections

9th Grade History – Before and After Honors for All
Which 9th World History I Sections had a percentage of Students of Color FFEJ within the
expected range if students were evenly distributed?
Before After Honors for All Before de-tracking (2015-16), half of 9th Grade
History classes had a proportion of Students of
Color FFEJ outside of the range we would expect if
students were assigned randomly to sections. In
the three years after de-tracking, nearly every
course section had a percentage of Students of
Color FFEJ within the expected range if students
were randomly assigned to sections.
Course Sections
Average % of Students
of Color FFEJ
Range in which we
would expect % of
Students of Color FFEJ
to fall for each section
98% of the time if
students were
randomly assigned
Preliminary look at student outcomes data **

10th grade ELA State Exit Exam (Smarter Balanced)
With the move to Honors for All, we do not see a clear trend shift for 10th Grade ELA proficiency
rates for Students of Color at Garfield. We also do not see any reduction in the percent of Highly
Capable students scoring at Level 4 (Advanced), which remains close to 100%.
Percent of Students of Color FFEJ Meeting Standard on 10th Grade ELA SBA Percent of Highly Capable Students Scoring L4 on ELA SBA
Garfield High School and the Rest of the District, Tested Students Only Garfield High School and the Rest of the District, Tested Students Only
**Data is
descriptive
only, and does
not provide
evidence of
causal effects

Equitable Access to Advanced Placement Courses
Students enroll
in AP courses at
higher rates at
Garfield than
the District as a
whole – both for
All Students and
for Students of
Color.
**Data is
Comprehensive AP
descriptive schools include: Ballard,
only, and does Chief Sealth, Cleveland,
not provide Franklin, Garfield,
evidence of Ingraham, Nathan Hale,
causal effects Rainier Beach,
Roosevelt, West Seattle
*Underserved Students of Color – African and African American, LatinX, Pacific Islander, and Native American Students 36

Equitable Access to Advanced Placement Courses
Data for successive cohorts of Juniors shows an unclear trend, but the most recent cohort of
Students of Color – who were freshman when Honors for All was initiated – had an slightly
increased rate of AP course taking in English and History.
• This graph compares Garfield

students who were juniors in
academic years 2014-2018.
• 2018 juniors were freshmen
when Honors for All began in
2016.
• The graph shows percentages of
students who took any of the
following AP courses as
sophomores or juniors:
• ENG LANG COMP
• ENG LIT COMP
**Data is
• AMER GOVERNMENT 2018 descriptive
• WORLD HISTORY juniors
only, and does
were
• US HISTORY freshmen not provide
• COMPARATIVE GOV when evidence of
Honors for
All began
causal effects
37

AP Exam Scores – Highly Capable Students
Data for successive cohorts of Highly Capable sophomores does not reveal a significant
decline in average AP exams scores for the 2017 cohort who were freshman when Honors for
All was initiated. (Note: AP scores for 2018 were not available for this study.)
• This graph compares Highly

Capable (HC) students who **Data is
were sophomores in academic descriptive
years 2013-2017. only, and does
• 2017 sophomores were not provide
freshmen when Honors for All evidence of
began in 2016.
causal effects
• The graph shows average AP
exam scores (1.0-5.0) in History
or Social Science, which are
commonly taken in the
sophomore year
2018
sophomores
were
freshmen
when
Honors for
All began
38
Summary of Key Findings

Key Successes
• Honors for All teachers appear to be unified by a core vision aligned to district
goals for racial equity, inclusion, and improving school climate and culture.
• Every student participating in the study expressed support for continuing

detracking efforts at Garfield. Students generally view Honors for All as a good
start and important effort toward addressing racial inequities at Garfield.
• There are indications Honors for All provides meaningful opportunities for
students from diverse races and backgrounds to build networks and other
positive connections they benefit from, which is consistent with program goals.
• There are anecdotal indications Integrated Honors may provide academic

benefits for students of color at GHS, particularly their confidence to take more
advanced courses, but more broad-based research and a longitudinal analysis
of student outcomes is necessary before drawing any firm conclusions.
Summary of Key Findings

Key Implementation challenges:
• There appears to be inconsistency across courses in the degree
of rigor and challenge experienced by all students – perhaps in
part because it’s not clear that teachers have fully specified a Creating effective
consistent, concrete curricular and pedagogical framework for multicultural learning
Integrated Honors – but GHS teachers appear committed to
continuously reviewing and improving the program over time. environments in which
all students feel valued
• It’s not clear teachers have the materials, training and support and academically
to fully differentiate instruction in order to meet the diverse
academic and social emotional needs of students. This is engaged in rigorous
however a common challenge in many schools across SPS. instruction is a
challenging endeavor
• There are indications teachers may vary in their capacity to that requires
skillfully lead highly diverse classrooms effectively and create
safe and welcome learning environments for all students. investments in
educator capacity.
Next Steps for Further Research

Study implication: Schools need to define a consistent curricular framework with
built in differentiation for integrated honors and accelerated learning programs
Conduct further research on best practices to optimize accelerated learning in
detracked honors and advanced courses, including curriculum design that
balances instructional rigor and relevance for students from diverse backgrounds
Study implication: Students may benefit academically, culturally and social-

emotionally from integration, but more research is necessary to confirm this
Conduct deeper and broader research on student experiences and measurable
outcomes (academic, non-cognitive skills, school climate and culture, etc.) both
at Garfield and other schools – including longitudinal analysis of student data
Study implication: Teachers need training and support to implement culturally

responsive instruction in highly integrated and accelerated learning environments
Conduct further research on best practices for culturally responsive practices that
foster and support welcome and inclusive classroom cultures in detracked courses
41
Appendix: List of Research Articles Reviewed
• Abu El-Haj, T.R. and Beth C. Rubin. 2009. “Realizing the Equity-Minded • Loveness T. Will tracking reform promote social equity?
Aspirations of Detracking and Inclusion: Toward a Capacity-Oriented Educational Leadership 1999; 56: 28–32.
Framework for Teacher Education.” Curriculum Inquiry, Vol. 39, No. 3,
pp. 435-463 • Mallery JL, Mallery JG. The American legacy of ability grouping:
tracking reconsidered. Multicultural Education 1999; 7: 13–5.
• Beard, K.S. Beard (2019) “Getting on Track: aligning the achievement
gap conversation with ethical educational practice.” International • Ru, Ning. 2009. Four decades of research on the effects of
Journal of Leadership in Education, 22:1, 30-54 detracking reform: Where do we stand? A systematic review of
the evidence. Journal of Evidence-Based Medicine; 2: 164–183
• Boaler, J. 2011. “Changing Students’ Lives Through the De-tracking of
Urban Mathematics Classrooms.” Journal of Urban Mathematics • Oakes J. Keeping Track: How Schools Structure Inequality. New
Education, Vol. 4, No. 1, pp. 7–14 Haven, CT: Yale University Press, 1985.
• Burris, C.C, et al. 2008. “Accountability, Rigor and Detracking: • Rubin, Beth C. 2006. “Tracking and Detracking: Debates, Evidence,
Achievement Effects of Embracing a Challenging Curriculum as a and Best Practices for a Heterogeneous World.” Theory into
Universal Good for All Students.” Teachers College Record Volume 110, Practice. 45: 1, pp. 4-14
Number 3, pp. 571-607,
• Slavin RE. Achievement effects of ability grouping in secondary
• Domina, et. al. 2019. “Beyond Tracking and Detracking: The schools: a best-evidence synthesis. Review of Educational
Dimensions of Organizational Differentiation in Schools.” Sociology of Research 1990; 60: 471–99.
Education, Vol. 92(3) 293–322
• Hallinan MT. The detracking movement: why children are still grouped
by ability. Education Next 2004; 4: 72–6.
For questions or more information about this study,
please email:
research@seattleschools.org
More information about the SPS Research & Evaluation

Department can be found at:
https://www.seattleschools.org/departments/rea
Seattle Public Schools | 206-252-0000 | www.seattleschools.org

43

Honors For All at Garfield HS (Year 1) 2018-19

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Detracking Efforts in Seattle Public Schools

Preliminary Case Study of Integrated Honors

Eric M. Anderson, PhD

Summary of Implementation Findings:

• Leveraging Student Diversity in Integrated Classrooms: Teachers emphasized efforts to build

Seattle Public Schools | 555-555-5555 | www.seattleschools.org

• This preliminary research is the first phase of a proposed multi-year study

• 7 teachers in the Honors for All program were interviewed 1:1

• 3 focus groups were conducted with students in grades 9-11. Participants

• Diversity and racial

• Educator vision and

• Whereas in previous years students were separated between Honors courses

• Program goals are to provide students opportunities to learn alongside peers

“Even in my elementary school… It was insane how segregated it

• “I've talked to students of color that have just been

• Evidence from studies of

• Best practices for

Summary of Research Literature

• Proponents argue that academic tracks make it easier for teachers to

• Students in high-track classes often benefit from tracking due

Summary of Research Literature

• The negative impact of tracking on students in lower tracks is clear

• Some studies indicate tracking has positive achievement effects,

Summary of Research Literature

• Multiple research studies have found that middle- and low-achieving

• The effect on high achievers in detracked classrooms is less clear.

• Metanalyses of experimental and quasi-experimental studies have concluded

Summary of Research Literature

• Some researchers emphasize that reform should address underlying

• When detracking is not accompanied by professional development and

• Meeting the diverse needs of

• Effectively leveraging student

• Improving access to AP courses

• Conclusions reached by the

• “We design small group interdependent tasks so

• “What I can do is just build empathy… We read

• “I think the Honors teachers are trying their best…

• “We were able to have some better conversations

• “You feel you're going to be judged for something you

• “When I did well in an Honors class, I felt way better…

• “It needs to start a lot earlier because when you're in

• “The teachers could be trained better so they know

Student Data Analysis

• How blended and

• Preliminary look at student

Garfield Student Demographics

Students of Color Furthest from Educational Justice Students by Race / Ethnicity

Garfield Student Demographics

At Garfield, Students of Color Furthest from Educational Justice make up 35%

Percent of 9th Grade Students vs Percent of HC Students

Honors for All Course Composition

Percent of Students of Color FFEJ Enrolled by Course

Of 27 students NOT enrolled

Desegregated Course Sections

were randomly assigned to sections.

Desegregated Course Sections

Preliminary look at student outcomes data **

Preliminary look at student outcomes data **

Preliminary look at student outcomes data **

• This graph compares Garfield

Preliminary look at student outcomes data **

• This graph compares Highly

Summary of Key Findings