These patterns are disturbing because the quality and intensity of high school coursework are the most important determinants of success in college
Stunned, first, by how little is expected of students in high-poverty schools
The result is a system that, by and large, doesn't ask much of most of its students.
"Sure, those things matter," they say. "But what hurts us more is that you teach us less."
They talk about teachers who often do not know the subjects that they are teaching. They talk about counselors who consistently underestimate their potential and place them in lower-level courses. They talk about principals who dismiss their concerns. And they talk about a curriculum and a set of expectations that feel so miserably low-level that they literally bore the students right out the school door.
they make the same comments. "They're too poor." "Their parents don't care." "They come to school without an adequate breakfast." "They don't have enough books in the home." "Indeed, there aren't enough parents in the home." Their reasons, in other words, are always about the children and their families.
but gaps separating them from other students widened somewhat during the 1990s.
That progress came to a halt around 1988, however, and since that time, the gaps have widened.
Between 1970 and 1988, the achievement gap between African American and white students was cut in half, and the gap separating Latinos and whites declined by one-third.

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