This article is intended to discuss issues of implementation of such policies in respect to three main dimensions of educational equity: opportunity for education, process of education, and outcomes of Title I. Title I of the Elementary and Secondary Education Act, enacted in 1965, is a set of federal policies to provide financial support for students from low-income families to improve the quality of their education experiences. Regarding the opportunity for education, one of the most critical discussions about Title I focused on determining which groups should be the first priority to receive federal support. As a result, the federal financial support centered exclusively on students from poverty. While the issue of the appropriateness of selected recipients for Title I support was heavily discussed, the process of teaching and learning has been much less frequently considered in the field. The problem of setting and achieving academic performance standards became the core issue. Determining the recipients and establishing standards for children from low income family is a functional approach, and by taking into account their cultures, we need to criticize the unequal relationship among classes and races in order to provide meaningful educational experiences to them and to improve the quality of their education.