Gap gazing

Unfortunately in the most parts of the world, governments inherently believe that Educational system is money consumer and are very mean not spending much money in education system. About Gap gazing, as Rochelle Gutierrez argues that some form of gap gazing is harmful. Nevertheless, I appreciate every research on the field of education because the least benefit of it is awareness.
I do agree with Sarah Theule Lubienski that analyzing of math (subject) achievement should be focused not only on one factor, but also in conjunction with factors like gender, race, and for example, family income. Furthermore, according Blau (1999) and Alison Aughinbaugh & Maury Gittleman (2003) test score maybe sensitive to not only the family’s own income, but also other factors related to the family’s socioeconomic status such as neighborhood characteristics, peer characteristics, and characteristics of the schools children attend.
I also agree with Rochelle Gutierrez that, when framing mathematics achievement, researchers usually refer to individuals; individual achievement and individual failure. Nevertheless, Gutierrez (2008)* argues that is not only individuals as students or teachers, but “complex learning environments”(p.361) too. For instance, reviewing thirty two studies of mandatory desegregation policies, Robert Crain & Rita Mahard (1978) reported that twenty four of them found positive effects of desegregation on black students’ achievement gains. Moreover, Grissmer, Flanagan, and Williamson (1998) stated the convergence of black and white test scores occurred with massive school desegregation from 1970 to 1990.