In her article "Tracking Students Fails to Produce Right Results" (Valley Commentary, April 16) Adrienne Mack makes inaccurate statements and reaches unjustifiable conclusions.
She begins by discussing a theory of "fixed intelligence" and the use of pupils' "intelligence" in the process of ability grouping in the Los Angeles Unified School District. As a matter of fact, the LAUSD abandoned intelligence testing and adopted the criteria of achievement test results together with achievement in the classroom for pupil placement for ability grouping.
Ms. Mack has no basis for her conclusion that students from "remedial" classes would do better with brighter classmates around them and that the students who are more accomplished would not suffer.
I have taught students of all ability levels. I have taught many "basic" classes, the lowest ability level programmed at my school. I have taught "classes from hell." Usually, the disruptive students are the lowest-achieving in the class. They are so far behind that they cannot hope to do the assigned work. They must have remediation!