Abstract
Large cities and metropolitan areas in the Czech Republic were characterized by the low level of socio-spatial inequality for decades. The end of Communism in 1989 brought about dramatic changes into society which included the introduction of free political competition of political parties, rise of social inequality, immigration and changes of housing policy.
The paper examines the role of elementary school system in contemporary changes in socio-spatial inequality within the metropolitan area of Prague. It seeks to answer the following questions: Does the organization of the system of elementary education prevent the development of socio-spatial inequalities or add to them? What are new trends in elementary school system and what are their consequences for the socio-spatial inequalities in the city? 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.