Among students historically underrepresented in higher education, tracking represents one of the key barriers to their academic preparation and eligibility for postsecondary schooling. This university-assisted, teacher-conducted research will focus on how the detracking process in an urban public school helps break these barriers by offering all students classrooms with high expectations and challenging curriculum and instructional practices. By undertaking a three-part research plan-using school data, ethnographic observation of classroom practices, and scheduled interviews on perception and attitudes-this research will provide a greater understanding of the detracking process, its successes, obstacles, and limitations.The principal investigator is Pedro Noguera.