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[quote=Anonymous]Continuing:

[quote]Experts have called students themselves the "hidden curriculum," meaning that students 
learn as much from peers as from textbooks, homework, class projects and other 
pedagogical services provided by the school. All Together Now at 48. Indeed, studies 
have found that [b]peers exert a stronger influence on students than do teachers and parents[/b]. 
Id. at 48; The Coleman Report at 302 (highlighting the importance of this finding). In 
low-poverty schools, this high degree of influence is educationally advantageous, as peer 
interaction between different socio-economic groups and achievement levels generally 
has a positive effect on outcomes because students testing below grade-level "are 
distinctly helped by being in school with more high-achieving students." All Together 
Now at 50. [b]In high-poverty schools, however, where the myriad socio-economic 
problems of impoverished neighborhoods are dominant, peer influence can be a 
dangerous thing, seriously interfering with a student's ability and motivation to learn and 
achieve[/b]. See Quality Counts, School Climate at 1…10

Peer influence in high-poverty schools will not only diminish a student's ability to learn, 
but his or her motivation to learn. [b]Whether rich, poor or middle class, a student placed in 
a high-poverty school will encounter an atmosphere that can be hostile to hard work and 
high achievement.[/b] Impoverished students lack the life experience to see the value of hard 
work in school, and may regard academic success as a capitulation to the values of a 
middle class they have been excluded from. All Together Now at 51-2. In high-poverty 
schools, [b]students who work hard may be mocked for their efforts, and academic success 
is regarded with suspicion, or hostility[/b]. Impoverished students also lack the experiential 
foundation to share their middle class peers' desire to succeed or appreciate the 
connection between success in school and success in life. See Concentrated Poverty and 
Educational Achievement at 6 (describing how "general isolation from mainstream 
experiences and opportunities," "limited life chances," "prior negative experiences," and 
"experiences of exclusion from mainstream institutions" all work against educational 
achievement).11 
[/quote]
http://www.prrac.org/pdf/annotated_bibliography_on...hool_poverty_concentration.pdf[/quote]

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