Students attending public inner city schools face various challenges and disadvantages that their counterparts living in more affluent, often majority-white, suburban public schools do not necessarily face. Yet students from urban schools are expected to meet the same achievement standards as their suburban counterparts.   This volume of The ANNALS contains essays, many of them ethnographic, from scholars, educators, administrators, and students that address the surveillance, disciplinary practices, and the school to prison to deportation pipeline that students in inner city schools face. Other essays address the power of schools to mitigate the effects of poverty. The volume also offers an international comparative perspective on these issues with case studies from France.