Participants will all experience the same teaching techniques, incentives and curriculum within the different groups. The dependent variable would be academic performance. It will be measured using standardized test scores and teacher observations in the classroom. Observations will be measured categorically by rating them from 1 (not at all attentive) to 9 (Very attentive). Because test scores are continuous, the study would be longitudinal. We would not need to pilot test the dependent variable. Once the data is collected, a two-way ANOVA test will be used. It will evaluate whether the relationship between race and educational outcomes is significant, as is the relationship between poverty and educational outcomes. References Ainsworth, James W. (2002). Why do we need a village? The mediation of neighborhood effects on academic achievement. Social Forces, 81(1), 117-52.Hatt, Beth. (2007). Street smarts versus book smarts: The imagined world of intelligence in the lives of marginalized urban youth. Urban Review: Issues and Ideas in Public Education, 39(2), 145-166. Loughrey, Dolores and Woods, Caroline. (2010). Sparking Imagination: Creative experts working collaboratively with children, teachers and parents to enhance educational opportunities. Learning support, (2),