Secondary education schools in the United States routinely distribute differential educational provisions to students through a widely implemented tracking system. This article aims to show that this tracking system is unjust. It begins with a characterization of the tracking system as it is typically implemented in the United States, and its connection to distributive justice issues. The author then begins formulating an autonomy-based educational equality theory which is based on a conception of distributive justice requiring equal consideration of persons with reference to their needs. The greatest need of late adolescents in secondary education is the development of the capacities necessary for the exercise of autonomy. Adolescents in secondary education should, therefore, be given equal opportunities for the development of autonomy. Tracking in secondary education is proscribed because it violates the autonomy of late adolescents. In addition, taking the aim of autonomy in secondary education seriously requires postponing vocational choices until tertiary education.

中文翻译：

---

中等教育追踪：教育不公

美国的中等教育学校通常通过广泛实施的跟踪系统向学生分发差异化的教育条款。本文旨在表明这种跟踪系统是不公正的。它首先描述了跟踪系统的特征，因为它通常在美国实施，以及它与分配正义问题的联系。然后，作者开始制定基于自治的教育平等理论，该理论基于分配正义的概念，要求平等考虑人们的需求。中等教育后期青少年的最大需要是发展行使自主权所必需的能力。因此，应给予中等教育中的青少年发展自主权的平等机会。中学教育中的跟踪被禁止，因为它侵犯了晚期青少年的自主权。此外，要认真对待中等教育的自主性目标，需要将职业选择推迟到高等教育。