The deficit paradigm--the assumption that poor student performance or behavior stems from problems with the students or their families that must be "fixed"--has long been deeply embedded in the culture of urban schools, writes Weiner, an expert in urban education. Now deficit thinking is becoming more pervasive in suburban schools, as these schools face an increasingly bureaucratic environment. On the basis of her professional development work with urban teachers, Weiner describes how teachers can scrutinize and challenge deficit assumptions and recognize the untapped strengths of their students.