Understanding income demographics can definitely help decide the level of difficulty employers will face, especially jobs that require a higher skill level high. Many political leaders argue that school vouchers allow students to attend higher-performing schools, but the program does not provide enough skills to close the education gap. Especially because, not only can every student take advantage of the voucher program, but voucher participating schools may not have the ability to enroll all transfer, new, and disadvantaged students in their programs. Low-income schools typically get smaller amounts of resources; therefore, they have less access to challenging courses that will prepare students for the 21st century job market. “Only 8% of low-income students take a rigorous course, compared to 28% of affluent students” (CED 2005). Ignoring this group and not providing sufficient guidance can certainly prolong the economic crisis, especially when many of these students may actually have strong chances for success and leadership. This crisis will not only extend the cycle of poverty within this group but decrease their level of trust which can lead them to destructive paths. “Children raised in low-income, single-parent families often suffer from a variety of critical cognitive, health, and nutritional deficits that are likely to limit their future academic achievement and educational attainment” (ETS). Low-income students may be more likely to suffer from malnutrition and other health problems, which could cause them to lack concentration in the classroom and training for the workforce. Since low-income students receive a lower-quality education, they are more likely to have difficulty attracting future employers in highly technical fields… middle of paper… less exposure to the 21st century job market. “Less than 4% of white students attend schools where 70-100% of students are poor, however, 40% of black and Latino students attend high-poverty schools” (Kondracke 2009). White students are more likely to gain exposure to some type of 21st century education, while minorities may graduate from high school totally unprepared for highly technical fields. Because blacks and Hispanics are more likely to live in poor communities, they are less likely to have access to computers that will allow them to become familiar with high-tech and software programs. These graphs show that blacks and Hispanics are less likely to be enrolled in or proficient in knowledge-based courses than whites and Asians. However, Asians appear to be more proficient in math and science than white Americans.