with poor, African-American, Latino, and students who are recent immigrants largely absent from courses that offer access to the higher-level knowledge..." (Wheelock, 9) In the process, these children are learning less and falling farther behind their white counterparts every day. They seem to be ignored for their virtues and skills and pigeonholed as less than intelligent. In addition, because of socioeconomic inequalities, children of minority descent usually have inferior schools to those of white children. These schools are overcrowded and have poorer teachers than available in white schools. Such as I discovered in my interview with Gianni Magnani, a teacher at Jane Addams Vocational High School (JAVHS) in the South Bronx. Mr. Magnani has worked there for 36 years. In that time, he has seen it shift from a sizeable amount of white students to a school solely comprised of minorities. Only last year did it begin to offer AP classes, while many wealthy Westchester schools have offered it for decades. As it is, JAVHS only offers two AP courses on its curriculum: AP English and AP American History. PMHS currently offers fourteen AP classes. (PUFSD Website) The reason for this deficiency in AP classes is the fact that AP classes cost much more per-student due to the fact that The College Board, the company that administers the AP tests and regulates AP programs, requires all AP classes to have a ceiling of 20 students per teacher. However, the New York City mandate for the maximum student-to-teacher ratio is 34 pupils per one instructor. Therefore, in a cramped inner-city school of 1700 students, it was very cost ineffective to house AP classes, as it would require more teachers and more classrooms. Additionally, teachers have to have specific education given by The College Board that requires over a year of studies and a commitment of three years to teach AP classes. This is a burden that some teachers and schools ca...