ns unresolved and even undetected in some cases (Gould & Gould, 2003).
Ansalone (2004) stated that possible reasons for inequity in education include sources of unequal achievement. Studies have research factors such as heritability, cultural deficit, and poor school quality. Heritability factors rely on the IQ deficit theory, which contends that inherited genetic differences in intelligence in youth from different social origins, results in academic differences. According to this theory, genetic deficiencies of minority and disadvantaged youth leads to poor academic performance. Cultural bias and inadequate methodology used to study this possibility raises doubt regarding conclusions.
The cultural deficit theory states that individual inequalities are due to socio-cultural factors rather than IQ factors. According to this theory the cultural, family, and linguistic backgrounds of the child differ for the disadvantaged and advantaged student and therefore result in academic disadvantage. Another explanation for student differences states that school resources may be the problem. Students from different social backgrounds are exposed to unequal resources in schools. Poor children attend schools with inadequate facilitates and high turnover rates in teachers. The schools have inferior quality and fail to promote academic achievement. Research fails to support this theory; little or no relationship has been found between resources and achievement related to schools (Ansalone, 2004).
Ansalone (2004) proposed an alternate explanation for educational inequity: tracking may contribute to differences in student outcomes. Tracking refers to the separation of students according to ability and curricula. While this practice may contribute to the selection and channeling of resources and the appropriate advancement of students, not everyone fares well. Tracking may enhance positive self-concept and motivation in students ...