An article from American Educator, a magazine of the American Federation of Teachers:
. . . detracking accomplished many transformations in a few short years. It transformed teaching from difficult to impossible. It transformed the ideal of equal instruction for all into practices offering less instruction for all. It transformed faster students from motivated allies to disengaged threats . And it transformed teachers from detracking enthusiasts into advocates for a return to tracking. These results pose challenges for researchers and practitioners. While tracking often has bad outcomes, detracking
is not necessarily better.
Researchers who have played a role in criticizing tracking must also consider the potential problems of detracking. Until such studies are done, high school practitioners should be cautious about proceeding to detracking reforms just because they sound appealing. There is too much at stake, and there is great risk of unanticipated negative outcomes. These teachers’ experiences indicate that good intentions and hard work are not enough to make detracking successful.
Substitue “homogeneous” for “tracked” and “heterogeneous” for “detracked,” and see whether the article has any application to West’s Curriculum Reduction Plan.