Reaction Paper

Inequality in Academic tracks

The growth and development of an individual's intellectual, emotional, and social

skills is made significantly easier by schools, which are essential to formal education.
The expectations, practices, and common values that schools established, the level of
academic rigor, and the ways in which students relate to one another.
Ilocos Norte National High School provides special education program to assist
students with a variety of learning difficulties, but one of the misconceptions that needs
to be address is the idea of an unequal academic track, which leads students to believe
that they are inferior to others if they choose a course unrelated to science or math. For
students pursuing different academic paths, teachers might have different expectations.
Expectations for students on lower tracks could result in lack of extracurricular activities
and resources for students, which may have an impact on their motivation and self-worth.
Students on a higher track, however, could experience more pressure to perform well,
which would maintain gaps in academic performance.
In order to assure fair and impartial placement, efforts to reduce inequalities in
academic tracks frequently entail introducing more inclusive educational practices,
granting equitable access to resources, and reassessing the tracking criteria. It is
important to acknowledge and tackle this concern in order to promote a better educational
framework. Regardless of the academic track they are initially placed in, educational
institutions can endeavor to create a more equitable system where students have equal
possibilities to succeed.