The film makes clear that (1) even the poor can learn and achieve, and (2) there is a method to achieve success. The problem is the inability of people to get beyond their personal needs to focus on those who are the focus of education, i.e., students.
Thinking about my own education in Brockton, I realize that my potential was never tapped for all sorts of reasons. I managed to do reasonably well, measured by report cards, but I really never studied or learned to love learning. It was only after entering the seminary that I found out how ignorant I was compared to others who went to BC High or Boston Latin. I have tried to make up for my early losses over time and tried to pass on to my own children the virtues of education, in and of itself, independent of its correlations with careers. It is good to know and it is great to want to know!
While I may not have had the best set of parents, my public education was available independent of them. We all were sorted out my geography and we were all exposed to a set of teachers who were considered good. We all lived to a city that supported education and no one was subjected to the vagaries of a lottery to decide one's future.
My children had the benefits of living in a town that was noted for its education. It was particularly cited because its great successes were achieved with a relatively low percentage of public funds, i.e., the public dollars/student were the lowest in the state and the achievements were well within the range of the best. My children did not deserve this benefit anymore than others. They just happened to be lucky. Born with parents who care about them and their education and living in a town with fantastic schools was not earned. It was a matter of luck.
In today's world, "luck" is even more associated with money than ever before. Elizabeth Warren, long before her public recognition for promoting new regulations to protect citizens, wrote a book about the Middle Class Trap. She cited data indicating that young parents had to consider whether to spend more for higher cost housing so that their children could live in a town/city that promoted good education or live where they want but send their children to private schools. In either case, many parents were put in a situation where both parents needed to work at reasonably high paying jobs and keep them. This was what she referenced as the trap, i.e., their finances were so tied up to mortgages or private schools that any interruption in work, e.g., unemployment, would result in financial disaster.
And now, we have lotteries to determine whether a child can be educated in a charter school that promises a good education.
The problems of accessing good public education are so complicated and filled with unwarranted demands for luck that it is hard not to feel utterly despondent for those who are "left behind".