Often, the education that high-poverty urban students receive is “certainly insufficient to make them competitive with their more advantaged, middle- and upper-income peers” (Hudley 2013; 1). Outdated textbooks, few or no computers or technology, nonexistent science equipment and supplies, and deteriorating building conditions can reduce student engagement and achievement. While middle class and wealthier districts provide well-equipped facilities with resources that promote challenging curricula for students' intellectual growth (Hudley 2013;