For most of coeducational schooling's history, the public school was thought to be gender-, class-, and race-blind or neutral. It is often assumed that students are given equal access to educational materials and a similar quality of teachers and have identical opportunities to succeed in comparable facilities. However, during the past few decades, numerous researchers concur that characteristics such as socioeconomic class, race, and gender significantly influence educational opportunities and access. A person's level of access and achievement differs not only according to their gender, age, and wealth but also in their ability to convert resources into valued outcomes.