IntroductionThomas Jefferson once believed in the pursuit of happiness, but is today's education system taking this pursuit away from some of its students? This appears to be especially true for minority children living in urban areas, such as New York City. Inequality in the education system has a long history, dating back to the early centuries against poor, urban, and immigrant children. After years of reforms and improvements, even in today's society the distinction between the education a poor child receives and the education a child from a middle-class family receives is clearly drawn. Horace Mann, an educational pioneer, once stated that education “knows no distinction between rich and poor, between constraint and liberty, or between those who, in the imperfect light of this world, seek, by different avenues, to attain the gate of heaven” (Osgood, 1997, p. 376). Mann wanted a unified school system in which all poor or rich could have an equal education. But as we have learned, these distinctions are made clearly, creating a bridge between schools. The isolation of the poor in urban areas shows more clearly than ever the enormous gap between poor and rich in today's urban areas such as New York City occurs and people come together and accept that we need to create change to improve today's society. Education of Poor Urban Children and Early Immigrants In the early 19th century, when education was gaining prominence, Mann saw that the only way to improve the lives of his citizens was through educational reform (Osgood, 1997 , p. 375). There were many changes during... the middle of the document... but also the curriculum and its administrators. One of the largest gaps in test scores is between those who are proficient in English and those who are not (USDE, 2013, p.8), these children who come from another country do not receive the same opportunities as other students . The gap between children from low-income and non-low-income families is close behind (USDE, 2013, p.8). There is hope that through the plans of this program students will receive "effective teachers" through a different evaluation system (USDE, 2013, p.13-14) in mathematics and science subjects, who are committed to ensuring the ability of students their students to learn and think critically. This plan achieves its goals: reduce poverty, low-performing schools will succeed and so will children, and the gap between poor and rich will close.