As the number of minority children in public schools has increased dramatically, the number of minority teachers has decreased. In the past minority children have frequently had problems learning in school and were labeled slow learners, at risk, academically challenged, and hard to reach. Many such students have been placed in special education classrooms, a practice now being questioned. In other words, the explanation for achievement gaps (for example, Latino students two years behind other students in the fourth grade) has been to blame the students. Renee White-Clark's purpose in writing about minority students in "Training Teachers to Succeed in a Multicultural Classroom" is to "redirect the looking glass and examine the role that schools play in the minority achievement gap" (2005, p. 24).

             Although inadequate funding and resources in minority neighborhood schools may be part of the problem White-Clark also feels that teacher's expectations and their attitudes towards minority students may play a larger role in the student's failure to excel. Cultural differences and lack of understanding on the teacher's part has a negative impact on learning. Some students have reported being bored because their academic potential was underestimated and they weren't challenged. Many teachers report they were unprepared for multicultural classrooms and limited-English-proficient students. They had to learn as they went along in a sort of "trial by fire." Because of limited training, some teachers give a nod to multiculturalism with class discussions of holidays, holding international food fairs, or playing reggae music during free play. A key element to closing the achievement gap is better professional development for teachers to better prepare them for teaching diverse students. In addition, white teachers need to engage in self-reflective exercises so that they can weed out attitudes ingrained by society that "white" is "superior," and to learn "specific instructional strategies that will enhance the achievement of culturally diverse students" (2005, p.