Economically disadvantaged children and adolescents are more likely to attend low quality, resource poor schools  and less likely to perceive a sense of school belonging and a positive school environment  than are their more economically advantaged peers.
School characteristics likely play a role in gender differences in achievement such that male adolescents may be more vulnerable than female adolescents to physical threats confronted in school contexts. Schools in low-poverty neighborhoods are likely to have higher academic standards than schools in low-income neighborhoods .
The gap between native and non-native schools is growing. Students don’t get the support they need to learn.
2. Fetner, R. D., Brand. S., DuBois, D. L., Adan, A. M., Mulhall, P. F., and Evans, E. G. (1995). Socioeconomic disadvantage, proximal environmental experiences, and socioemotional and academic adjustment in early adolescence: Investigation of a mediated effects model. Child Dev. 66: 774-792.