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The picture Anyon (1980) paints of working class schools is too neat and tidy, and fits too facilely with a gross framework of class structure. Social life is not as predictable as Anyon presents it. Perhaps her research tells us as much about the researcher's predispositions as about the phenomenon studied. Anyon limited her sampling to elementary schools and appeared to focus on grades three and five, and the majority of Anyon's sample was white. Also, Anyon does not give specific figures on this point. People do differ and their differences will be reflected in classroom practice, in their emphasis on different forms of knowledge, and in the organisational structure they develop. The school is in all probability society's most complex institution and no one explanation will ever account for this complexity.

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Anyon (1980) reflects her attitude towards working-class schools when introducing these schools that she dislikes such kind of schools. The reason is that teachers ask students to follow the steps she writes on blackboard and students have to recite knowledge. However, as we known, before entering primary school, most children know nothing about knowledge. If they can follow steps, they learn easier and adapt to new school life quickly. If they recite the knowledge such as fomula or poems, they will form a general outline and understanding about knowledge. In the future, when they enter middle school and high school, all these basic knowledge contributes to their questions analysis and own critical thinking. By contrast, if teachers encourage students to find right answers and analyze by themselves, it is likely for them to spend two or three week finding out how water freezes. To some extent, they have low study efficiency. They do not have enough basic skills and knowledge to support this learning method, because they are just elementary school students.

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Anyon (1980) lists four kinds of schools and the lecturer in the video mentions one factor that financial problems largely contribute to achievement gap. However, they fail to mention other factors such as mental health, policy support and cognitive lags. For example, poor students have to worry about financial burden, and they might be frustrated about current situation. They receive less policy support for the reason that some students live in remote areas and thus lack of enough attention. Beside, unlike rich children, poor children are too late to expose themselves to something new and do not have the awareness of importance of developing cognitive perception. All these factors lead the problem that poor children have poor academic performance. Recent evidence (Harris, 2006) suggests that the complex web of social relationships students experience—with peers, adults in the school, and family members—exerts a much greater influence on their behavior than researchers had previously assumed.

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Anyon (1980) personally prefers the executive elite school educational models, which because she thinks they can help children to practice the analytical thinking and either to encourage a self-organized / self-controlled ability. However, the speaker (2018) in the video "Schools & Social Inequality: Crash Course Sociology" specifically referred to cultural capital issue;  different cultural background can indeed influence children's' learning behaviours. Consequently, students from different religions or races can be raised in different methods, like Latino's bottom-up parenting model (Gallimore & Goldenberg, 2010), and  those distinctions in learning are primarily based on the cultural traditions but not necessarily related with social-economic standards.

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In the article "FROM SOCIAL CLASS AND THE HIDDEN CURRICULUM OF WORK", Jean Anyon (1980) argues that the hidden curriculum, which includes critical thinkng skills and invididual learning, is only taught in affluent professional schools and elite executive schools. She specifically compares and contrastes the four kinds of schools. These schools are: working class schools that only focus on comformity and memorizaotn; middle class schools that control less but still emphasize following orders; affluent professional schools that promote self learning through practical assignments, creativity and personality; elite executive schools that emphasize analytical and reasoning, critical thinking, self-organized ability (self-control).

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Although Anyon (1980) argues that  the reason for these different types of schools are financial difficulties and a lack of resources. However, other issuses like the quality of teachers is also important in the process. Sometimes it is the teachers that cause these problems instead of financial reasons and lack of resources. According to the documentary "Waiting for Superman", public school teachers can get tenures very easily. As a result, they do not have to worry about being fired, so many of them do not care about their students nor their learning outcomes. They just want students to memorize the things they write on the board. Because of these irresponsible teachers, students are not likely to practice their critical thinking and independent learning skills.

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Waiting for Superman | Film Trailer | Participant Media

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Schools & Social Inequality: Crash Course Sociology #41