their home schools. Characteristics of schools and White enrollment Donald McAdams wrote that in the 1990s, within trustee District 5 there were schools that were about 50% White that usually had ample parent support and stronger test scores while there were schools about 90% or higher minorities that had low test scores and little to no parent support. He explained that in Houston white parents sent children to HISD schools that had minority children as long as the minority children tended to be middle class and that there was not too many of them. Many black students who lived in District 5 were middle class children who took school buses to the schools and did not live in the school zones. According to McAdams their enrollment levels were stable and White parents were comfortable with their presence. He added that very poor black children tended to go to their neighborhood schools outside of District 5. McAdams also stated that White middle-class parents did not consider Asians and Asian Americans to be minorities who could make a school less attractive to them. In the 1980s and 1990s increased enrollment of poor, non-English speaking Central American students at some HISD neighborhood schools made them unattractive to White parents. According to McAdams, the White middle class community accepted minority percentages of around 50% for elementary schools, and for middle and high schools the White community accepted minority percentages of over 70 because classes at those levels were separated by academic ability. If percentages of minorities exceeded the tolerable levels at a particular school, white parents withdrew their children from the said school until there were few White people left. According to McAdams, HISD administrators knew about the levels of minority percentages tolerable to White middle-class parents. McAdams argued that class was a far more important consideration than race to White parents. He stated that despite how "negative" his comments about White HISD residents sounded, many of the White parents were "not necessarily racists" but instead wanted high quality academic instruction in their schools, as methods and instructions for poor children were not suited for middle class children. McAdams argued that the attitude of the White community being willing to send their children to schools with about 50% minority enrollment was more progressive than the previous White attitude around the 1960s which was hostile to any minority enrollment in White schools. Dress codes As