However, some schools based their grouping from the students’ cultural capital and socioeconomic status that results to the disadvantaged minority overly representing the lower educational group. This made schools placed the African-Americans and the Hispanic students into the lower educational group. Their perception about the minority group wrongly placed the African-Americans and the Hispanic students, which reflects practice of institutional racism. This confirms some researchers’ beliefs that the initiation of the tracking education groups implies the existence of racial segregation within the school system itself. Several studies performed on tracking education groups provided negative results. The implementation of the tracking education groups harmed the potential of the minority students to learn more skills because the teachers assigned to their groups are less qualified. The curriculum design for the minority group is also less challenging and provides less opportunity for advancement in their academic fields. The peers as well as the teachers of the students belonging to the lower tracking educational group labeled them as slow learners. This greatly affected their self-confidence and motivation to continue their studies, which resulted to increasing minority school dropouts. Concerned psychologist claimed that the school’s tracking group’s outcomes might not be beneficial to all groups. They cannot identify any lasting benefit to the grouping.