There is also a very detailed study on education and how culture and class are huge determining factors for a child’s success, whether a child is average, below average, gifted or genius. Gladwell writes about a study done at an elementary school: from the first through the fifth grade, children were given standardized tests at the beginning of the school year, the end of the school year, and the beginning of the next school year, following summer break. This was to illustrate how much information was gained by students from the beginning of the year to the end and most significant to the study, how much knowledge was gained or lost over summer vacation. Despite class differences, the test scores were very similar from the beginning of the year to the end (there were some small leads by the low-income children). What changed, though, was that over the summer middle-class and wealthy children gained points, while low-income students’ scores remained static or even dropped. The raised scores for upper and middle-class students is attributed to their participation in enriching activities with their families during the summer, having more books around and less TV, and a style of parenting called “concerted cultivation” (p104). Gladwell writes, “Virtually all of the advantage that wealthy students have over poor students is the result of differences in the way privileged kids learn while they are not  in school” (p258). The cumulative gain in knowledge and subsequent test scores for the wealthy and middle-class students by the end of the fifth grade is significant, and crushing. Gladwell continues, “For its poorest students, America doesn’t have a school problem. It has a summer vacation problem” (p260).