I mentioned before that within my school we have a problem of segregation between students attending different classes. While not an official program, my school system has the practice of co-monitoring students based on achievement levels. Starting in elementary school, students tend to group themselves based on their academic ability. You will often see students of color and students from low-income families in what are often called the “lower” classes. Students many times get stuck in classes that don't have the same high expectations as a class or two of our "best" students. The “better” classes are often overrepresented by white students and students from more affluent families. Returning to Orfield et al (2010), one way to prevent this from happening is by “detracking” students (p 25). Often, students are labeled at a young age and sent on a path that will take them until they graduate. Minority students, ELL students, and students from low-income families generally do not perform well at young ages and thus are steered toward an education that has lower expectations than their peers from affluent white families. According to Orfield et al (2010), schools that use detracking strategies for their students often see an increase