““Presently, many behavioral and social scientists hold the deficit thinking model in disrepute — arguing that it is unduly simplistic, lacks empirical verification, more ideological than scientific, grounded in classism and racism, and offers counterproductive educational prescriptions for school success. However, because deficit thinking is so protean, taking different forms to conform to what is politically acceptable at the moment, and while the popularity of different revisions may change, it never ceases to be important in determining school policy and practice. Given””
