According to our system, it is very unlikely to have teachers like Tapia. When we read the final part of the article written by: Meroni, Vera and Costas, when they say: "Apparently, not only education itself but also the skills acquired through education and taught to students drive socio-economic performance. economic". (p. 14) we understand that with this gap between the wheels, we are faced with the embarrassing reality that our performance in real life is inefficient, as it is when reading the example of "sapo", when the author said: '“Because Mr. Blessington told me I was going to go to jail, so why waste time doing homework?” (Quinonez 171) all these internal and external influences he received, led him to give up and not only that, it is understood that our economic performance also depends on this. This allows us to understand why, reading Quinonez, this school has teachers like Blessington, the economic shortage plays a role in determining the quality of teachers who work in different schools; And the Julia de Burgos high school is no exception. The skills acquired in our external life also have a great bearing on our future success or failure. What kind of friends does a neighborhood like this generate? Understandably the position of the "sapo" if we look at the outside