In light of recent calls by educational organizations to abolish tracking because of its role in perpetuating inequities in achievement among racial and ethnic groups, this digest looks at current school detracking efforts. An initial section reviews the extent and reasons for tracking and the concerns raised when detracking is proposed, noting that some studies indicate that high achieving students do well in tracked situations because they benefit from the enriched environment, not because of the homogeneity of the group. A central section summarizes the following changes necessary for a successful detracking effort: (1) a culture of detracking and a commitment to being inclusive; (2) parent involvement, particularly among middle-class parents who can be detracking's most vigorous opponents; (3) professional development and support for teachers as detracking depends on teachers being actively involved in the change; (4) phase-in change process over time and with flexibility; (5) a willingness to rethink all routines; and (6) district and state support. Also covered are models for instruction in heterogeneous classes, the need for alternative assessment in a detracked school, and mention of the Accelerated Schools model. (Included are nine references.) (JB)