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History of Educational Inequality in the United States
Throughout the educational history of the U.S students who have certain racial, socioeconomic, and gender identities among other identities have been excluded from accessing schools and tools for academic achievement. During the 19th century the individuals who were more likely to know how to read, write, and do arithmetic were white and lived in affluent households in the Northeastern (New England) region of the United States during the 17th century. During the Reconstruction Era the enrollment of black students began to evolve because of the increased population of freed blacks. Although, the enrollment rate of black students would increase from that point in time onward there is still evidence of unequal achievement between white students and students from non-white racial identities as well as between students from low socioeconomic backgrounds and students from higher socioeconomic backgrounds

Due to poverty being a significant factor in determining academic achievement, students who reside in impoverished communities historically perform lower than students from affluent communities as a result of lack of parental and school resources, quality teachers, and updated teaching materials. Moreover, students who reside in communities with a low socioeconomic status are often students of color. In more recent research within the 21st century regarding education inequality there is evidence that students who come from low socioeconomic backgrounds and communities of color are more likely to experience the juvenile justice system or incarceration at some point in their life; this is referred to as the school-to-prison pipeline.