Abstract
The history of black children's education is marked by restricted opportunities, inequitable funding, segregation, and institutional racism. As a result, black children's academic achievement, consistently and over time, has been less than that of white children. Extensive research has been conducted concerning both the specific sources of black children's lower achievement and appropriate intervention strategies. As a result, we know that black children's achievement is associated with various personal child attributes such as self-esteem, linguistic competence, achievement motivation, and locus of control.1 We also know that black children's achievement is affected by teachers' expectations, perceptions,
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