School districts for low-income children often lack the money to provide resources for these children, and as a result, children n will not obtain these resources otherwise. Devarics (2011) stated, “Only 22 percent of local districts reported offering prekindergarten or other early learning programs for low-income children” (para. 8). The denial of this resource affects the many children who reside in areas where 78 percent of local districts do not offer pre-kindergarten, as many attend kindergarten without knowing the minimum required skills. As a result, this further delays their education. Additionally, Davarics (2011) also stated, “Many schools are not where they should be educationally, which ultimately means that many students will not graduate ready to succeed in a career or higher education” (para. 11). Many low-income schools do not offer activities such as art, music or sports, due to lack of money, facilities or staff. They do not have adequate tools and have limited access to computers and the Internet. Additionally, many of these schools do not offer rigorous courses and have less qualified, less trained, and less experienced staff who are unable to teach such courses competently. Going to school with these disadvantages can make these children unmotivated to pursue an education where there will be little educational progress. Another important factor is racial inequality in low-income schools. Many schools serving low-income children of color have fewer science labs and less access to high-level courses than white children. Devarics (2011) stated, “Schools serving primarily African American students are twice as likely to have teachers with less experience – only one or two years of experience in the profession – compared to schools in the same district that serves primarily white students. (para.6) Many