These dilemmas were very common as students made transitions to new schools (e.g., elementary to middle school, middle to high school). The tracking of African-American students in elementary schools reflected remnants of early desegregation in which African-American secondary school teachers were demoted to teaching in lower grades (Haney, 1978). In these elementary schools, class-based tracking disproportionately placed African-American students in lower tracks with African-American teachers, regardless of ability. In transitions to middle and high school, tracking by ability created a division among these students and stripped students in lower tracks of their perceived academic efficacies.