This study will attempt to show that resources used in the classroom primarily to increase the equity of low socio-economic students and others have no significant bearing on positive educational outcomes unless tied to specific and directed strategies. For at least the past twenty years, the educational literature has cited volumes of work showing that low-socioeconomic families are less likely to provide educational success for their children (Ramsey and Ramsey, 1984). On the surface, these findings definitely have their place in scientific forums. It is my contention that the full story has yet to be told. Resources without strategy mean nothing. The hypothesis is simply that if a student were given a viable resource, such as a computer, without structure and clear direction, then the finances spent on these kinds of resources not only lead to a worse condition, but contribute to the waste of educational funds. The literature also notes that the high drop out rate has a direct link to a family’s financial status. (Demarest, et. al., 1993). Improving intrinsic motivation will be one of the proposed solutions. If the traditional literature is correct, then our schools should not be failing. There is something else going on. Targeted strategies are the complete answer.
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