Final answer:
Strategies for students with disabilities are the most likely to benefit at-risk students academically because they provide personalized support and facilitate equitable access to education, unlike tracking which can reinforce inequalities.
Step-by-step explanation:
When considering approaches that benefit at-risk students academically, it is important to note that tracking has been criticized for perpetuating inequalities. This formalized sorting system can lead to a self-fulfilling prophecy where students adhere to the lowered or heightened expectations placed upon them. As opposed to tracking, strategies tailored to assist students with disabilities often involve targeted interventions and accommodations that enable these students to access the curriculum more effectively and overcome specific learning challenges they may face.
Conflict theorists argue that while tracking can provide the illusion of individualized attention, it can also inadvertently reinforce societal biases and limit academic growth. On the other hand, curriculum compacting, an approach designed to adjust and streamline the curriculum for students who have mastered basic content, can potentially accelerate learning for high achievers but might not address the needs of all at-risk learners.
The final answer is that strategies for students with disabilities are typically most supportive for at-risk students as they are personalized to the unique needs of the students, providing both access and equity in education.