Introduction to research questionCompared to other world-leading countries, the United States invests a significant amount more in education. According to the National Center for Education Statistics, in 2010 alone, the United States spent about 39 percent more on each full-time student in elementary and secondary schools than other countries. However, spending more money on education does not always equate to a better education. Yet the United States continues to pump money into a failing education system that still feels the ripples of segregation. Low-income and minority students are the individuals and groups who are most negatively affected by the educational failure of the United States. The number of Hispanic students in the United States is expected to increase by 33% by 2020 and the number of multiracial students by 44%, yet their educational future does not look bright. Historically, minorities are more likely to become impoverished. Dozens of policies have been developed and implemented to address this problem, but the solutions have not worked, as at least 50 percent of elementary school students now attend schools where the majority of students are minority and low-income. The high poverty and educational environment that students find themselves in leads to fewer high school diplomas and college attendance, so in turn it will lead to a large population that will later burden the U.S. economy in sectors such as health care and welfare. On average, minorities attend schools that have less experienced, lower-paid teachers who are less likely to achieve certification, poor graduation outcomes, and high rates of poverty. Many studies suggest that racial diversity is the key to… halfway through the paper…it affects the entire student body, not just a particular group, yet both still lack concrete evidence on how socioeconomically integrated schools benefit the most of racially diverse educational institutions. Socioeconomically integrated schools are not a new idea or impossible to implement. The first socioeconomic integrated school was in La Crosse, Wisconsin in the 1980s. This district has redrawn school boundaries to create greater school diversity. In 1992, new boundaries were created in La Crosse so that the number of students receiving free lunch would be more evenly distributed across all schools, not just segregating low-income students in one area of ​​the district. After more than 20 years of socioeconomic integration, low-income students in La Crosse generally perform better on state assessments than low-income students statewide (Mial, 2007).