Schools and teachers affect achievement differences too, of course. There have been many
recent studies of how school and classroom environments affect reading and reading
development. Sociocultural researchers are interested in how, when, why, and how
much students learn in different classrooms and schools as explanations for why some
children achieve more than others. Unfortunately, many studies have shown that some
populations of children receive a very different education than others (Allington, 1977,
1983; Anyon, 1997; Finn, 1999; McDermott, 1977; Michaels, 1981; Rist, 1970), and the
pattern is clear: Across the nation, instruction, materials, students’ school experiences,
and expertise of teachers are of lower quality in schools serving children of poverty than
in schools serving middle-class kids. This does not mean that all teachers and schools
serving poor kids are bad, of course; there are many examples to the contrary. Yet, this
is and has been a national trend for a long time. 
"Reading Instruction for Diverse Classrooms": Ellen McIntyre, Nancy Hulan, Vicky Layne, 2011 The Guilford Press

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