This paper studies two kinds of selection practices in schools, curriculum tracking and class ranking. Using multiple regression analyses of the National Longitudinal Survey (NLS), this paper finds that tracking and class ranks have important effects on whether students can attend college. However, it also finds that many students misperceive their tracks and they do not adequately take account of their track placements and class ranks in formulating their college plans. Consequently, many students' college expectations--even in senior year--are unrealistic and go unfulfilled after graduation. These findings clearly indicate the need for schools to inform students better about these selection practices and their implications for students' future educational attainments. (Author)