Several ordinary high schools in the United States have consistently low scores, often due to a combination of socio-economic factors, lack of resources, and educational policies. According to the National Center for Education Statistics (NCES), schools in low-income neighborhoods tend to have lower scores on standardized tests. For instance, the 2020 NAEP scores revealed that high schools in poverty-stricken areas scored significantly lower in mathematics and reading compared to their more affluent counterparts. Additionally, schools with high percentages of students from racial and ethnic minority groups often face challenges in achieving higher scores, as these students may have limited access to quality education and support systems.