Too often middle and high schools end up contributing to income inequality by not intervening to help identify a troubled student increase their chances of graduating. All of the following are ways that schools inhibit graduation rates of low-income and troubled students except which:

a) students with behavioral problems are often unable to establish positive relationships with their teachers or peers and are not offered coaching or counseling to help offset this behavior. 

b) students often get suspended when a behavioral incident occurs and the suspension puts them further behind their peers thus decreasing their chances of graduation. 

c) suspended students often get referred to juvenile justice authorities and this strategy often leads them to a school-to-prison pipeline. 

d) troubled students, when identified early, receive special academic and monetary incentives which motivate them to stay on track and graduate on time.

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