In all international comparative studies the Czech Republic exhibits relatively strong relationship between a student´s achievement and his/her family background, and large differences in achievement and compositions of students in different schools and tracks. At the same time the Czech education system is characterized by very early tracking. The paper explores the development of educational inequalities in the Czech Republic at the level of primary and secondary education in the last decade. Analysis is carried on on the data from international comparative surveys (OECD PISA, IEA TIMSS) and uses multilevel linear modeling approach. Analysis shows that despite the proclaimed intention of Czech policy makers to lower educational inequalities there is an increase in the differences among the results of individual students, schools, and tracks on the level of lower and upper secondary education in the monitored period. At the same time, schools are increasingly differentiated by learning climate.

Keywords
educational inequalities, student achievement, socio-economic background, tracking