Abstract
This article encourages educators and speech–language pathologists to look beyond the language of African American English speakers for an explanation of the Black–White achievement gap in education. A brief historical overview shows that the attention to the performance of African American children in school began many years ago but gained prominence at the height of integration. Explanations typically target the children and their circumstances. However, success stories are evident throughout the professional literature that illustrate that the achievement gap can be reduced by making major changes in the educational environment and teaching strategies.
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