 In one study, it was found that, among low-achieving students, students in tracked classes were more likely than students in non-tracked classes to believe that "their fate was out of their hands".According to Carol Dweck, this could be because their teachers impose upon them a 'fixed mindset,' but it is not an inherent attribute of tracking itself.Dweck implies that teachers who promote a growth mindset could stimulate students to greater academic achievement regardless of tracking.