Abstract
The paper examines the role of elementary school systém in contemporary changes in socio-spatial inequality in Prague. The data about spatial differences in elementary education within Prague suggests that despite the enormous equalization impact of the highly redistributive funding system and the tough state control over the qualification of teachers and the educational standards the elementary school in various City District of Prague are not the same.
Spatial patterns of “input parameters” of education are more or less unrelated to differences in socio-economic status of among the individual City Districts, and seem to be rather a consequence of historically inherited structure of existing schools. The output of education, however, seems to be related to socio-economic inequality within the city in a predictable way – better education is provided in more “upscale” City Districts.