Introduction to Research QuestionCompared to other major countries in the world, the United States invests significantly more in education. In 2010 alone, the United States spent about 39 percent more on each full-time student in elementary and secondary schools than other countries, according to the National Center for Education Statistics. However, spending more money on education does not always mean a better education. Nevertheless, the United States continues to pour money into a failing education system that still suffers from the repercussions of segregation. Students from low-income and minority families are the individuals and groups most affected by academic failure in the United States. The number of Hispanic students in the United States is expected to increase 33 percent by 2020 and the number of multiracial students is expected to increase 44 percent, but their educational futures don't look bright. Historically, minorities are the most likely to be poor. Dozens of policies have been developed and implemented to address this problem, but the solutions have not worked, as at least 50 percent of primary school students now attend schools where the majority of students come from low-income families. low income and minorities. High poverty and the educational environment that students find themselves in leads to less high school graduation and college attendance, which will in turn lead to a large population that will later strain the US economy. United in areas such as health care and social assistance. On average, minorities attend schools that have less experienced and lower paid teachers, less likely to be certified, poor achievement, and high poverty rates. Many studies suggest that racial diversity is key to... middle of article ...... problems across the entire student body, not just a particular group, but both still lack evidence concrete results on how schools are socio-economically integrated. benefit more from racially diverse educational institutions. Socio-economically integrated schools are not a new idea nor impossible to achieve. The first socioeconomic integrated school was established in La Crosse, Wisconsin, in the 1980s. This district is redrawing its school boundaries to create more academic diversity. In 1992, in La Crosse, the new boundaries were created so that the number of students receiving free lunch would be more evenly distributed across all schools, not just segregating low-income students into a single area of ​​the district. After more than 20 years of socioeconomic integration, low-income students in La Crosse generally perform better on state assessments than low-income students statewide (Mial, 2007).