Additionally, living in a neighborhood with economic and social inequalities leads to negative attitudes and more problematic behavior due to and social tensions. Greater college aspirations have been correlated with more social cohesiveness among neighborhood youth, since community support from both youth and adults in the neighborhood tends to have a positive influence on educational aspirations. Some researchers believe that vouchers should be given to low income students so they can go to school in other places. However, other researchers believe that the idea of vouchers promotes equality and doesn't eliminate it. Racial and ethnic residential segregation in the United States still persists, with African Americans experiencing the highest degree of residential segregation, followed by Latino Americans and Asian Americans and Pacific Islanders. This isolation from White American communities is highly correlated with low property values and high-poverty neighborhoods. This issue is propagated by issues of home ownership facing minorities, especially African Americans and Latino Americans, since residential areas predominantly populated by these minority groups are perceived as less attractive in the housing market. Home ownership by minority groups is further undermined by institutionalized discriminatory practices, such as differential treatment of African Americans and Latino Americans in the housing market compared with White Americans. Higher mortgages charged to African American or Latino American buyers make it more difficult for members of these minority groups to attain full home ownership and accumulate wealth. As a result, African American and Latino American groups continue to live in racially segregated neighborhoods and face the socioeconomic consequences of residential segregation. Differences in the academic performance of African-American and White students exist even in schools that are desegregated and diverse, and studies have shown that a school's racial mix does not seem to have much effect on changes in reading scores after sixth grade, or on math scores at any age. In fact, minority students in segregated-minority schools have more optimism and greater educational aspirations as well as achievements than minority students in segregated-white schools. This can be attributed to various factors, including the attitudes of faculty and staff at segregated-white schools and the effect of stereotype threat. Part of the racial achievement gap can be attributed to the experience of the refugee population in the United States. Refugee groups in particular face obstacles such as cultural and language barriers and discrimination, in addition to premigration stresses. These factors affect how successfully refugee children can assimilate to and succeed in the United States. Furthermore, it has been shown that immigrant children from politically unstable countries do not perform as well as immigrant children from politically stable countries. The racial achievement gap has consequences on the life outcomes of minority students. However, this gap also has the potential for negative implications for American society as a whole, especially in terms of workforce quality and the competitiveness of the American economy.