In Dr. Martin Haberman’s book Star Teachers: the Ideology and Best Practice of Effective Teachers of Diverse Children and Youth in Poverty, Haberman addresses the issues urban school systems face when teaching students of socioeconomic status. Haberman confronts the problems that right are in front of us, though most try to pretend they do not exist. Society pretends that poverty students do not matter because they will never be able to learn; they believe it is the child’s fault. Society does not want to admit that the real problem lies in the teachers in urban school districts. Though there are few diamonds in the rock, the teachers who truly care about their students and their wellbeing, most are not effective and they get by because society does not examine the problems in these urban schools. The problems pertaining to these teachers begin at the collegiate level. In society today most college students are young and free, trying to find their place in the world, not caring about the wellbeing of others, only themselves. According to Haberman, and most well acclaimed psychologists, college students in their twenties have not matured enough to be able to focus on the children rather than themselves. An effective poverty teacher, according to Haberman, is someone who puts the students “first and last” in everything that they do. However, Haberman believe non-traditional students become the most effective poverty teachers because they have been through enough in life that they lean towards the greater good of society since they have a greater appreciation for what they have and what some are without. Another problem addressed by Haberman is the collegiate school systems and their education programs not being equipped to teach students to teach in poverty schools. For most higher educational systems, the teachers believe, and instill the idea in their students,