Variation exists in the quality of education in American schools because of those that are rich and powerful who formulate and influence social structures that use race, social class, economy, culture environment, opportunities, funding and support only to benefit the advantaged upper class children, who are predominately white and the disadvantaged lower class children, whose majority are minorities (Blacks and Hispanics), so that they are unable to compete with one another in the work force. These social structures affect the effort and desire of students, early on in their education, in their own communities to learn and be taught properly as well as minimize their opportunities and skills required to function in society.
All of these social structures function together to demonstrate the quality of education that will be received by both groups of children. For example, in a poor community, there are no windows, few parks, overcrowding, scarcity of textbooks, no air-conditioning or heat. In comparison, in the rich community, there are well-kept parks, no overcrowding, decorated windows with curtains, computers in every classroom, and a pleasant community surrounding. All of these factors are pertinent in the well-being and success of any child. Their success, perceptions, and actions in society are based on the distribution, quantity, and quality of the education that was received.
