Social class and education go hand in hand and almost always accurately predict a person's level of success. The higher people are on the economic and social ladder, the more likely they are to receive a good education and seek a well-paid career. The work of Kozol, Anyon, and Mantsios presents a strong stance on the issue of lower classes not receiving a solid education and identifies specific key factors that prove this to be true. Through each author's unique approach, they mutually reflect the connection between social class and education using statistics and naturalistic observations to reveal the segregation, inequality of opportunity, and limited resources faced by many schools. confronted. Kozol focuses on lower-class school systems and proves that minority groups are not treated equally when it comes to their educational opportunities. Students are not encouraged to pursue a successful career or have high hopes for their future. He speaks with a student who wanted to become a doctor or social worker; however, her school required her to take classes unrelated to her desired career path, such as sewing and life skills. This illustrates the role of government in school systems and their underlying motivations to maintain working class jobs in society (Kozol 469). He expands on the ineffectiveness of SFA, a program designed to "improve" the quality of learning in poor schools, and visits many inner-city schools to hear what would not normally be said by students. His essay reveals their dissatisfaction with their school system and their desire for equal treatment in society. Many of these schools, built in low-income areas with a high percentage of minorities, are named after civil rights activists...... middle of article...... Mantsios provides the more statistical evidence and has the strongest position on the realities and myths of each social class level. Kozol and Anyon seek change in society while Mantsios offers nothing but facts and evidence. The connections between social class and education are undoubtedly apparent and can be observed in the daily lives of Americans. Despite the many calls for change and equality in schools, class division maintains our nation's economic infrastructure. Kozol, Anyon, and Mantsios each focus on distinct aspects of social class and education, but manage to articulate the same overall concept that equality is desirable but not always achievable. All three authors do an excellent job of not only recognizing this relationship, but also describing the evidence through statistics and first-hand knowledge from the students themselves..