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  <title><![CDATA[Class Struggle: What's Wrong (and Right) with America's Best Public High Schools]]></title>
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  <default_description>There is a wide disparity between the academic achievement of poor schools and their wealthy,  middle-class neighbors. What makes a child achieve? Is it purely the school environment and resources (or  lack of), or is it parents' socioeconomic backgrounds and parenting skills? Taking an unusual tangent,  &lt;I&gt;Washington Post&lt;/I&gt; education reporter Jay Mathews spent three years studying the cream of American  high schools, causing him to conclude that even the best-funded and most well-staffed schools suffer from problems, some identical to those experienced in poorer schools. A majority of Mathews's time was spent  at Mamaroneck High School in New York, allowing him to provide a first-hand account of the workings of one of the  nation's top high schools. A significant flaw with &quot;elite&quot; high schools, argues Mathews, is their  failure to adequately push the less academically gifted. Mamaroneck's controversial approach to  &quot;pushing&quot; these kids was to introduce a multidisciplinary, integrated curriculum for all,  spurring heated debate between parents and teachers, all wanting what's best for the education of their  children. Mamaroneck's integrated approach works for some, but Mathews notes that a disproportionately  high number of failing students come from poor neighborhoods. There is no easy solution. &lt;P&gt; &lt;i&gt;Class Struggle&lt;/i&gt; is a fascinating look at America's best high schools, providing a balanced journalistic  view of what's right and what's wrong  and offering thoughts on what all schools should be doing to  provide a decent education for every student.</default_description>
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  <original_title>Class Struggle: What's Wrong (and Right) with America's Best Public High Schools</original_title>
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