In Mickelson’s (2003) detailed study of between and within school tracking/segregation in Charlotte North Carolina, she argued that tracking was used as a tool to maintain white privilege by placing African-American students in lower academic tracks. Other studies by Lewis and Diamond (2015), Kelly (2009), Riegle-Crumb, Kyte, and Morton (2018), Schuhrer, Carbonaro, & Grodsky (2016), and others continue to show large disparities in course taking among whites and minorities. The baseline chances of being in the high track are often twice as high for whites as disadvantaged minorities.