Baker and Johnston examine the evidence that low-incomeschools tend to have “teachers with significantly fewer years at the school and lower levels ofcertification” (195)

While this study focused on the divide between high- and low-incomeschools, Gorski elaborates that children from low-income families are more likely to attendlow-income schools in the first place

Gorski goes into detailabout the nature of American classism, using common myths about the poor to demonstrate theidea that the poor as a whole have “​monolithic and predictable beliefs, values, and behaviors”(32). He explains that these myths lead to a social system where people in power are reluctant tofix or are ignorant of social institutions (including public education) which perpetuate poverty.Without acknowledging the classism that these stereotypes promote, proposed remedies toeducation inequality will continue to be ineffective, band-aid solutions.

Further,Kainz explains, the community environment of a child is more closely linked to his or heracademic success than is family social status (71)

In addition to its eugenicist roots and the potential for bias, high-stakes testing is alsoineffective in decreasing the achievement gap in the first place.

Stereotypes of the poor lead to a general ignorance about classism and areluctance to fix social institutions which harm low-income people. Gorski analyzes the mostpervasive myths about the poor and how these misconceptions harm them; while many believethat the poor are less hardworking, morally flawed, and more likely to abuse alcohol and othersubstances, the reality is that poor people are as diverse as any other group (33-34).