More and more frequently, poor families are described in pathological terms. The emphasis is on the deficits that interfere with the education of poor children, rather than the strengths that they can bring to schooling. A focus on the devastating effects of poverty may lead to the belief that poor children are so disadvantaged that nothing can be done to help them. A more appropriate focus is on what the schools should do to be ready for poor children. Research has demonstrated that inadequate preparation for the task of teaching affects achievement in reading, language arts, and mathematics, but may have the most impact on teaching reasoning and thinking skills. Research has also indicated that reading and mathematics achievement is linked to school characteristics, and that student characteristics do not determine performance. The complex ingredients of effective education--high expectations, engaging materials, modern equipment, a demanding curriculum, an orderly environment, strong leadership, and clear goals--all play a part. But the education, training, and experience of a child's teacher may be the most important ingredient of all. Contains 10 references. (SLD)