The education reform world is increasingly obsessed with “diversity.” Organizations and individuals are struggling to ensure people with different racial, ethnic and socioeconomic backgrounds have a place in the conversation about how to improve our schools. Although these efforts range from serious and thoughtful to plainly exhibitionist, it’s an important conversation – especially because public schools have never worked particularly well for minority students. Yet for all the attention to diversity, one perspective remains almost absent from the conversation about American education: The viewpoint of those who weren’t good at school in the first place.