Teacher Bias in grading accounts for 21% of the male deficit in grades. The male disadvantage in education is independent of inequality in social and economic participation. Race and ethnics have played a major role in the inequalities of the American Education system. "Since its inception, public education in the United States has been beset with questions of which racial or ethnic group should be granted access to schooling." During the early 18th century in most states African-American students and Mexican American students were barred from attending schools with White Students. This was due to the post effects of the court case "Plessy v. Ferguson" (1896) where it was decided that educational facilities were allowed to segregate white students from students of color as long as the educational facilities were considered equal. Educational facilities did not follow the federal mandate, in a studies through taken from 1890 to 1950 of Southern States per pupil expenditures (1950s dollars) on instruction varied from Whites to Blacks. On average White students received 17–70 percent more educational expenditures than their Black counterparts. The first Federal legal challenge of these unequal segregated educational systems would occur in California "Mendez v. Westminster" in 1947 followed by "Brown v. Board of Education" in 1954. The decision of "Brown v. Board of Education" would lead to the desegregation of schools by federal law, but the years of lower education, segregation of household salaries between whites and people of color, and racial wealth gaps would leave people of color at a disadvantage to seek proper equal education for generations to come. Differences of academic skills in children of different race starts at an early age, according to National Assessment of Educational Progress there is a remaining gap showing Black and Latino children being able to demonstrate cognitive proficiency compared to their White counterparts. In the data 89 percent of White children presented the ability to understand written and spoken words while only 79 and 78 percent of Black and Latino children were able to comprehend written and spoken words the trend would continue into ages 4–6. Experts believe that the racial differences in academic achievement fall under three major categories: genetic, cultural, and structural. For example, in the 1980s minorities experienced a cultural phenomenon called "fear of acting White", minorities would shun and ridicule those in their social groups who had shown a higher intelligence than others. Shown in a graph comparing popularity to grade point average among Blacks, Latinos, and Whites built based on data from the National Longitudinal Study of Adolescent Health popularity of White students increased as their grades increased, for Black and Latino students popularity would drop as grades would rise.