While regional data recognizes that the school incompletion rate is as high as 45 percent (Marginson, nd). Milman (2013) alluded to the fact that nationally, disadvantaged children are twenty percent less likely to complete school than wealthy children. The reasons for dropping out early vary among students, with some dropping out due to factors related to their personal lives, such as financial problems, pregnancy, or other family problems. But for many school dropouts, it is a direct response to educational disparities. Many are angered by education which they see as irrelevant to their lifestyle. Academic difficulties are such that no one cares, leading to loss of hope and desire. Some even feel like they were kicked out by school staff because they were considered too difficult to teach (Convissor, nd). Currently, 41% of low SES school leavers leave school without securing employment (Milman, 2013), often leading to a cycle of poverty (Adams, 2014). As a teacher, it is important to be aware of the disparities between social status and education. Understand the challenges faced by people with low SES to better prepare their teaching practices. After all, the educator is the person on the front lines, with perhaps the greatest responsibility in the education of disadvantaged children.