In large numbers of U.S. urban elementary schools, there is a multiplier effect which operates to reinforce high achievement for initially high-achievers, average achievement for initially average-achievers, and failure for initially low-achievers. This problem is aggravated by the fact that initial levels and perceptions of achievement are systematically related to social class. In part, poor children enter school with less readiness for reading. Evidence also suggests that, actual achievement aside, teachers tend to perceive lower class children as low-achievers simply because they exhibit lower-class family, dress, and behavioral characteristics. In contrast, there are a relatively small number of “lighthouse” schools spread through out the country in which students, often minority and/or poor, achieve far better than home or SES variables would predict.