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Achievement follows from opportunities, Ms. Burris and Mr. Welner a s s e rt, and the persistent practice of tracking denies a range of o p p o rtunities to large numbers of students. That a dispro p o rtionate number of these students are minorities is one of the underlying reasons that the achievement gap has remained so persistent. The authors describe how a diverse suburban district in New York narrowed the gap by offering its high-track curriculum to all students.
Burris et al. (Fri,) studied this question.