Looking at the results in New Jersey, which are similar to the national results, whites are more likely to enroll in AP classes, however, Asians are more likely to pass these exams and earn college credit. Blacks and Hispanics represent the smallest percentage of those enrolled in challenging courses, but blacks have the lowest pass rate among all groups. The graph below shows that a majority in each group completes high school, however, blacks and Hispanics are less likely to earn a diploma than their white and Asian counterparts. Fortunately, the percentage of minorities graduating from high school in New Jersey is slightly higher than the national average. This story shows that when target groups understand that opportunities exist to improve their economic situation, their self-confidence motivates them to work towards this goal. objective. This movement demands that New Jersey government, businesses and educational programs create resources that demonstrate that prosperity is possible among this group. Above all, when many demonstrate leadership to improve the quality of life in their communities and compete in the global economy, it will be a shame to allow that potential to wither needlessly. Incarcerated individuals in New Jersey face similar barriers to those in other states and, for this reason, face many limitations in obtaining opportunities for decent-paying jobs. Additionally, they are more likely to have dropped out of high school before their arrest than their peers, as a result, they will be more likely to earn lower wages and are limited to working in certain industries. Since ex-offenders are victims of stigma, most of them these jobs where ex-offenders are hired at low wages give the chance to receive...... half paper ...... heirs disabled students in rigorous courses which would cause employees to increase their confidence in recruiting this group into highly technical industries and executive positions. Just like any other state, New Jersey schools may not have enough teachers and sufficiently qualified assistants to manage such a complicated structure, which affects the success rate in providing students with disabilities an equal education. “In New Jersey, the percentage of working-age residents without disabilities who have a college degree (nearly 38%) is more than double the percentage of those with disabilities (nearly 18%)” (Heldrich 2008). Because students with disabilities are more likely to be unemployed or underemployed than other groups, New Jersey will need to discuss how to allow students with disabilities to enroll in college and other rigorous courses so they can prepare for the job market..