Despite some loosening of high school tracking systems, most schools remain highly differentiated, with policies that encourage students to take the same level of coursework in different subjects. In a study of high school tracking policies in North Carolina, Kelly and Price (2011) report that the typical school had five or more levels of mathematics, with some schools having three or more levels of Geometry alone. Larger schools and schools with a greater diversity of student achievement level have more extensive tracking systems than smaller, homogenous schools. In many schools the track assignment process remains a high stakes decision.