Tracking, in the context of education, is the practice of placing students in specific curriculum groups or academic programs within a school system based on their perceived academic abilities, which are often assessed through standardised test scores, prior academic performance, or teacher recommendations. This practice can result in students being separated into different tracks, such as "high-achieving," "average," or "low-achieving," which may offer different levels of academic rigor, resources, and future opportunities. While proponents argue that tracking allows teachers to tailor instruction to the specific needs of students at different academic levels, critics raise concerns about its potential to perpetuate social inequalities, as students from disadvantaged backgrounds may be disproportionately placed in lower tracks, limiting their educational attainment and future prospects, while those in higher tracks often receive more enriched learning experiences and better preparation for college. The effects of tracking on student achievement and social equity remain a subject of ongoing debate in educational sociology.