This article relates the experience of Mrs. Vernon, who teaches two sections of an English course at her high school, and has evaluated her high- and low-track students based on cultural and social groups. She uses these evaluations to shape her expectations for the students' academic performance, their future life goals, and her daily method of teaching. Researchers conclude that for students to have an equal opportunity to excel, it is necessary to ensure that all students learn in optimum and consistent conditions.