“…In addition to changing the policies that dictating educational practices, effective reforms attended to the social context in which these practices were embedded. This required facing complex belief systems and power arrangements, particularly since these educational policies made salient issues of racial stratification (Holme, Diem, & Welton, 2014; Oakes, 1992; Oakes, Quartz, Gong, Guiton, & Lipton, 1993; Oakes, Quartz, Ryan, & Lipton, 2000; Welner, 2001). Thus, research on the detracking movement offers a warning to discipline reformers and researchers that without attention to the norms and politics that sustain disparities in student outcomes, technical strategies can be engulfed by old systems of beliefs and resource conflicts.…”