Earlier quoted context omitted.
US educators are well aware of the German model. Like you said, we've opted not to go with serious tracking for students. The minimal tracking we already do is controversial as is. It would be a huge ruckus for us to do what the Germans do and start segregating students by ability soon after elementary school. We just value different things differently, and in this particular case we accept less optimal social outcom…
Thought experiment: I wonder if one reason the US doesn't do formalized tracking of this sort is that it would be distasteful to formalize the inequalities in our system, but yet we don't have the stomach to actually provide equal opportunities. We have de facto tracking by parental income and social capital. Look at the other thread about high school kids taking AP computer science: AP CS is basically a class that i…
* The US is obsessed with race, and tracking makes it too obvious black kids aren't doing as well as white kids.
* Parents all believe their own child is above average regardless of the mathematical implications, and they get very upset if you hint the possibility little Johnny might not be the most intelligent child in his class. Clearly he just doesn't do well on tests.
* Children tend to live up or down to expectations. Obviously you can't make a dumb kid smart by expecting him to be smart, but you can influence the amount of effort he puts into school.
* People have looked at income statistics and decided if we send every child to college they can all be doctors and lawyers, and the toilets will magically clean themselves.