Students in poverty need both academic and social supports. Former New York City Schools Chancellor Rudy Crew and scholar Pedro Noguera argue that students in poverty need both intensive academic and social supports. They maintain that U.S. education policy, with its focus on academic accountability, has generally failed to grasp this dual approach, leading to an "accumulation of disadvantages" for low-income students. For a more promising model, the authors point to the Chancellor's District program that Crew created during his tenure as New York City Schools Chancellor during the late 1990s. This program heightened and coordinated both academic and social interventions for a network of high-poverty schools and led to early academic gains before it was abandoned. Crew and Noguera argue that the Chancellor's District and similar models demonstrate the importance of developing comprehensive anti-poverty strategies with schools at the center.