“…The tradition of local control of public education in the United States entails that schools located in predominantly white and often affluent neighborhoods tend to have greater and higher quality resources than those located in predominantly minority neighborhoods (Kozol, 1991(Kozol, , 2006(Kozol, , 2012Ryan, 1999). More white and affluent communities have a higher tax base, and this enables them to afford better funding for schools, which can be seen in up-to-date textbooks, better paid teachers, smaller class sizes, and an overall physical environment that fosters learning (Kozol, 2006(Kozol, , 2012Ryan, 1999). Schools in less affluent neighborhoods, on the other hand, tend to have out-of-date textbooks, less paid teachers, beginning and less prepared teachers, larger class sizes, crumbling infrastructure, and low teacher expectations (Gregory et al, 2010;Hanushek & Rivkin, 2009;Kozol, 1991).…”