School districts of low-income children often do not have the money to provide resources to these children, and therefore the children will not get these resources in no other way. Devarics (2011) stated, “Only 22% of local districts reported offering preschool or other early learning programs for low-income children” (para. 8). Denying this resource affects the many children who reside where 78% of local districts do not offer preschool, because many enter preschool without knowing the minimum skills required. 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 do not graduate ready to succeed in a career or higher education” (par .11). Many low-income schools do not offer activities such as art, music or sports, due to a lack of money, facilities or staff. They don't have the right tools and have little access to computers and the Internet. Additionally, many of these schools do not offer rigorous courses and have less qualified, trained, and less experienced staff who cannot competently teach these courses. Going to school with these disadvantages can make these children unmotivated to continue an education where there will be little educational progress. Another significant factor is racial inequality in low-income schools. Many schools of low-income children of color have fewer science labs and less access to high-level courses than white children. Devarics (2011) stated, “Schools that serve primarily African American students are twice as likely to have teachers with less experience—just one or two years in the profession—than schools in the same district that serve primarily White students.” (par.6) Many