Some schools, especially in low
socioeconomic areas, consider themselves «welfare» rather than «academic» schools and believe that the best thing they can do for their
disadvantaged clientele is to teach them social and life skills,
give them a grounding in the «basics» and make them feel better about themselves.
Further, to the extent that the biggest advantage of
socioeconomic integration may be direct peer effects (Reid, 2012)-- picking up knowledge and habits from high - achieving, highly motivated peers — high - poverty schools will always be at a
disadvantage,
given the strong relationship between students» own
socioeconomic statuses and their academic performance.