Programs across the country are being created with low-income families in mind,and with great success. These programs offer the most promising path forward in endingeducation inequality because they focus on external factors that affect low-income students inaddition to the schools themselves.

Wright explain their study of teacher biases, which indicatedthat “students’ skills come to reflect teachers’ initial perceptions” (356). Ready and Wrightconfirm Gorski’s theory, mentioning that teachers often mistakenly use indicators of social class(such as tendency to use standard English, mannerisms, cleanliness, and clothing) to estimatestudents’ academic preparedness (337). I