”Nationally unqualified teachers are disproportionally assigned to teach low-income ethnic majority children.”(Pitre 2004) These schools often lack college preparatory programs, and encourages students to engage in vocational courses. Pitre then goes on to say poverty can’t be blamed for ethnic and minority students performing poorly. There are low-income schools that have outperformed students in more affluent areas. Educators need to get rid of the assumption that low-income students are deficient. He believes the answer to increasing the performance of minority students is by providing meaningful learning experience, academic rigor, cultural connections, and educators providing a profound belief in student’s capabilities. (Pitre
”Nationally unqualified teachers are disproportionally assigned to teach low-income ethnic majority children.”(Pitre 2004) These schools often lack college preparatory programs, and encourages students to engage in vocational courses. Pitre then goes on to say poverty can’t be blamed for ethnic and minority students performing poorly. There are low-income schools that have outperformed students in more affluent areas. Educators need to get rid of the assumption that low-income students are deficient. He believes the answer to increasing the performance of minority students is by providing meaningful learning experience, academic rigor, cultural connections, and educators providing a profound belief in student’s capabilities. (Pitre