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In high schools throughout the U.S., the disparity in academic achievement between students in urban and suburban schools continues to widen. The achievement gap is exacerbated when race and socioeconomic class are considered. Research continues to document the multiplicity of factors that contribute to the success and failure of students within the current educational system (Cooper, Huh &amp; Nava, in press) and one of those factors that warrants investigation is the role of high stakes information. For the purpose of our study, we define information as the knowledge derived from school adults that can be processed, stored, and transmitted into a set of actions that support and empower students towards academic and social success in school. High stakes knowledge is a concept developed by Cooper and Liou (2007) to draw a distinction between the types of information that adults in schools can choose to share with students. High stakes information is the type of information that leads students to understand the school culture, policies, and practices in ways in which they can access, embrace, and develop a strong academic self-identity. In this article we employ a Community Cultural Wealth Model (Yosso, 2005) perspective to explore strategies that low-income students of color employ to obtain access to the high stakes information that is often not given to them within the context of the school setting.

The Relationship between High Stakes Information and the Community Cultural Wealth Model Perspective: Lessons from Milwaukee and Beyond