IntroductionI decided to write about the influence of race and ethnicity on a person's educational level . I was born and raised in the Dominican Republic where, within my social group, schooling and education were considered an essential part of life. In the United States, however, there are a larger number of racial and ethnic groups, and it is clear that there is an achievement gap between these groups. Here, Dominicans are marginalized as members of a Hispanic minority group that does not achieve the educational status of other groups, such as whites or Jews. I chose to write about the educational disparity within races and seek to understand how race affects a person's educational level. Through research, I will examine whether there is a correlation, direct or indirect, between a person's race and their level of education. In order to answer this question, it is important to consider other variables, such as gender, socio-economic status, culture and religion. How do these variables influence a racial group's access to education? Many studies have been done to answer questions like these. I'm curious what intrinsic characteristics of a racial/ethnic group impact their success. My research will include collecting existing data and analyzing several case studies. Some of the sociological questions I would use to answer my hypothesis are: What are the factors that affect a person's level of education? Or how does gender affect a person's success? I will also explain the meaning of socio-economic status? And is culture the foundation of educational levels? I will use these questions to help me write my research paper. The hypothesis I formulated to structure my article: H1:...... middle of article...... 2003).Some places in the United States States are trying to improve their education by adding quality teachers. One of the main reasons there is an achievement gap in education is that there is also a teacher gap. Research has shown that teacher quality matters. Some states are looking for ways to retain and attract quality teachers. In New York, schools will not hire uncertified teachers. Additionally, New York and California are adding some sort of incentive in public schools, in order to attract quality education to minority schools. Sometimes schools add an annual bonus of up to $10,000 for a qualified teacher to work in a public school, in low-performing schools. Additionally, many states provide some sort of tuition assistance for teachers, but among all states, only seven target applicants to hire at lower-performing schools (Olsen, 2003).