Many symbolic interactionists maintain that tracking:

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Symbolic interactionism is a theoretical perspective that emphasizes the importance of symbols, meanings, and social interactions in shaping human behavior and society. According to many symbolic interactionists, tracking, which is the practice of dividing students into different classes or academic programs based on their perceived abilities or future potential, creates and reinforces inequality.
Tracking can have negative effects on students who are placed in lower-level tracks, as they may receive less challenging coursework, less individual attention from teachers, and fewer opportunities to develop important skills and knowledge. This can perpetuate social and economic inequality, as students from lower-income or marginalized backgrounds may be disproportionately placed in lower tracks and thus have fewer opportunities to succeed academically and advance in their careers.
Additionally, tracking can create a self-fulfilling prophecy, where students who are placed in lower tracks may internalize the belief that they are not capable of achieving at higher levels, leading to lower academic performance and reduced motivation.
Overall, many symbolic interactionists argue that tracking is a socially constructed practice that reinforces existing inequalities and restricts social mobility, rather than promoting meritocracy and equal opportunity for all students.

Many Symbolic Interactionists Maintain That Tracking