Debates over the quality of education students recieve in both urban and suburban schools continue to be an intense concern amoung educational professsionals. Many individuals feel that students who attend classes in urban school districts are left at a disadvantage because they are unable to gain access to beneficial resources that will improve their currrent socioeconomic status. However, some argue that urban schools recieve adaquate funding or perhaps overwhelming amounts of resources that offer a even playing field for underprivileged children. Despite the aforementioned contrasting beliefs substainal evidence demostrates students who are in higher economic positions thrive within the context of education and thus gain access to better jobs.

According to an article titled Exploration of Social Inequalities the author argues that students economic future becomes largely base upon their current social status rather than their intellectual prowless. The author further discusses that students who dwell in two different social classes but posses similiar intellegence level do not recieve equal opprotunity to higher paying jobs. Students in more affluent circles are twenty seven times more likely to make substainal wealth than students in less productive classes. The determining factors for this alarming statistic stems from the gap between the rich and poor. A 2007 study of the Congressional Office Bureau found the wealth of the richest 1 percent of Americans totaled $16.8 trillion, $2 trillion more than the combined wealth of the lower 90 percent of the population.http://www.trinity.edu/mkearl/strat.html