ABSTRACT
A close examination of educational practices in schools serving low-income and minority students reveals some disturbing trends: Low-income and minority students are most likely to be taught by the least skilled teachers. Their schools often have fewer instructional resources, including current textbooks and laboratory equipment. In a variety of ways the teachers, administrators, and counselors appear to hold low expectations for these students and, therefore, do not encourage them to schedule rigorous academic courses. In too many instances, students in high-poverty and high-minority schools see no connection between what is being taught and a better future for themselves. In some schools, however, low-income and minority students succeed at high levels despite the disadvantages. These are schools where students are held to high academic standards, pushed to achieve, and given support to learn. In these schools, there are significant adults who believe that disadvantaged students can succeed, and they create conditions conducive to student learning (Education Trust, 1999).
