Abstract
The Czech education system is very selective, characterized by early tracking and ability grouping of students based on academic abilities. Students are typically divided according to their abilities and school performance. According to the study students placed in lower tracks ultimately achieving less than students of similar aptitude who are placed in academic programs or untracked classes (Loveless 1998). Low-track classes tend to be composed of low-income students, usually minorities, while high-track classes are attended by students from socioeconomically successful groups (Oakes, 2008). Study examines according to what criteria principals assign teachers to classes. Research confirms that principals assign to high track experienced teachers with high motivation. Teachers in low tracks were found to be less organized in preparing lessons and taught fewer concepts to students. Students in low track are disadvantages compared to student in high track according to study. This problem causes early tracking in the Czech Republic and principal's approach to the assignment of teachers.
Loveless, T. (1998). Making sense of the tracking and ability grouping debate. Washington, DC: Fordham Foundation.
Oakes, J. (2008). Keeping track: Structuring equality and inequality in an era of accountability. The Teachers College Record, 110(3), 700-712.