parents. In a typical public school, as I have observed and a great deal of parents have noted, is that the parent with the higher social status , the students will have better access to services that the school and the board offers. In a middle-income school, the children of professionals will received the full three hours of speech therapy, to the blue-collared students, who may be lucky to received 1 hour of speech therapy. As for schools, where there is no access to private tutors, and all parents professionals and blue-collared are completely dependent on the public education system, the only four variables are the ability of parents, the knowledge of parents, the social status of parents, and the connections formed by parents to exchange information, to advance the best interest of their children. Not often discussed at the board level, but I can tell you they certainly do not like hearing about their examples and playing favourites, to the children whose parents have a higher social status than another parent. The school culture as well as the curriculum and instruction, plays havoc with student's achievement in places where there is no or to little access to private tutoring, and also produces numbers that defies the poverty theory and the SEC factors that is rests on. The trouble is, the public education system would rather keep their pet theories including the poverty theory because it protects their best interests. If the public education system was a private school, they