Children from a given family background, when put in schools of different social compositions, will achieve at quite different levels.

A child's learning is a function more of the characteristics of his classmates than those of the teacher.

The present structure of rewards in high schools produces a response on the part of an adolescent social system which effectively impedes the process of education.

Schools are successful only insofar as they reduce the dependence of a child's opportunities upon his social origins.

Grades are almost completely relative, in effect ranking students relative to others in their class. Thus extra achievement by one student not only raises his position, but in effect lowers the position of others.

If we refuse to accept as inevitable the irresponsibility and educational unconcern of the adolescent culture, then this poses a serious challenge.

Children from a given family background, when put in schools of different social compositions, will achieve at quite different levels.