To avoid any further confusion going forward, here is my hastily written syllogism with respect to improving the academic achievement of low-SES students:
Many Low-SES kids are different than their middle-class peers -- different in ways that make them more difficult to educate.
Most schools are designed to educate middle-class kids, as a result many low-SES kids are unable to access the education provided in these middle-class schools.
Many Low-SES kids require compensatory education which includes improved instruction that compensates for their skill deficits and the utilization of improved classroom management practices.
Compensatory education can eliminate or substantially reduce many of the academic achievement gaps that exist between many , but not all, low-SES students and their middle-class peers.
Compensatory education can be provided at today's funding levels.
With proper training, many teachers would be capable of providing a compensatory education to low-SES students; but most currently lack these skills.
Most schools do not provide compensatory education to their low-SES students and as a result the low-SES students who could have benefitted from compensatory education students fail academically.
Academic failure, coupled with present mainstreaming policies, exacerbates in-school behavioral problems, further decreasing the school's ability to educate the low-SES students who have access to the standard education provided.
Though many correlations can be found between factors thought to be associated with low SES and student achievement, there is little reliable evidence that improving one or more of these factors leads to increased student achievement. The weight of the evidence actually suggests the opposite -- that improving SES and the factors associated therewith will have either no effect on student achievement or a small educationally insignificant effect.
Nor is there reliable evidence that improving these SES factors will improve the academic benefits conferred by providing compensatory education.
There may exist other benefits to be gained by improving SES of low-SES people, but those benefits do not affect academic achievement and so should not be included under the mantle of education.