Teachers may view students in special education programs or in the lower-academic track, where students of color are overrepresented, as having less intellectual ability. Girls in general are asked fewer questions than males, and receive less precise feedback, criticism, and time to respond. One study showed that second-grade girls receive less academic contact in mathematics and more in reading. Minority girls, then, are placed in double jeopardy. Teachers often expect more from middle-class students.
Teachers tend to reject students who they perceive as overly active and distractable.
There are no easy answers. The implication of this research is that low achievers will likely remain unsuccessful in detracked schools. Grossen's review of the research results indicate that grouping arrangements alone are not the primary variable for school effectiveness. They found that some variables, such as discussion and authentic question, had reversed effects on the achievement of different achievement groups. Several models demonstrate that lower-achieving children are capable of achieving at remarkable levels, regardless of disability or economic disadvantage.