 Rather, she argues that the ethnocentric claims of social Darwinists and the Anglo-Saxon-driven Americanization movement at the turn of the century combined to produce a strong push for "industrial" schooling, ultimately relegating the poorer minority students to vocational programs and a differentiated curriculum which she considered a lingering pattern in 20th century schools.In 1984, Merrilee Finley’s ethnographic study of “suburban high school” drew attention to the practice of teacher tracking—the matching of teachers to tracked classrooms.Finley found that at Suburban, advanced, high-track classes were considered by teachers to be the most desirable classes to teach, and were taught by the most experienced, highly trained, and motivated teachers.