The central and distinguishing thesis of social and cultural perspectives on outcome equity is that public school classrooms are culturally biased environments. Such environments disaffect children who arrive at school from the economic or cultural margin. The "formative learning environment" (FoLE) establishes and sustains legitimate partnerships for the purpose of supporting learning and minimizing the outcome inequities experienced by students from conditions of social adversity. Research consistently finds that when children learn in FoLEs, they begin to participate actively in their own learning progression by consciously monitoring and regulating product-oriented learning. The focus of the article is placed upon the conceptual knowledge required to design FoLEs which shield marginalized and disaffected students from academic failure.