Cocial Impact of Class on Educational Achievement
247). When their children's schools are in need of funding for special projects, these parents engage in fundraising activities.

Wealthy parents tend to have more time and financial resources to devote to their children's education. Such parents are notorious for advocating for special placement of their children in advanced and honors classes. As one high school counselor notes, "It's a political system. If you are a parent and want your student in honors English, [the student] is there" (Chmelynski, 1998, p. 50). One parent, who is an attorney, even sued a teacher at a wealthy suburban school after the teacher had given the parent's child a D (Reinstein, 1998, p. 29). Wealthy parents feel a greater sense of entitlement and have higher expectations for their schools than low income parents. In contrast, low income parents either lack the financial resources or the feeling of empowerment to effect change in their children's schools.

Reducing social inequity requires special intervention to ensure that disadvantaged students perform at the same level of achievement as their peers at wealthy school districts. In the past, pre-school programs such as Head Start were believed to hold the key. Today, social scientists realize that a more comprehensive approach is necessary to bridge the equity gap.

In North Carolina, a school program calle

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    Leadership Vol | Sennett Cobb | Manhasset Kozol | Teacher's Memorial | School Discovery | North Carolina | Advanced Placement | Abecedarian Project | Memorial Kinston | Clarkton NC | class women | low income | school districts | rubin 1992 | social inequity | women's movement | socialization process | abecedarian project | financial resources | math science | schrof 1993 43 | traditional feminine ideal | low income schools | gains women's movement | middle class women |  
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