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This chapter explores the alignment of teacher leadership and student learning in a professional development school (PDS) by reporting on a successful teacher-initiated PDS project at a southeastern United States high school. De-tracking efforts using teacher collaboration and efficacy in ninth grade Algebra I College Prep courses were examined for effectiveness to improve the achievement in mathematics of students who enter high school without pre-algebra skills. The chapter critiques the lack of democracy inherent in educational tracking as a default system of student grouping because it perpetuates inequities, particularly for students most likely to experience challenges with academic achievement.