Power of One: How You Can Help or Harm African American Students, by Gail L. Thompson. Thousand Oaks, CA: Corwin, 2010, 188 pp. $31.95, paperback. Creating successful educational experiences for African American students is an issue diat plagues our nation's schools. Even with the passage of No Child Left Behind (2002), the achievement gap among students of color and their peers still remains. Power of One: How You Can Help or Harm African American Students is more tiian mere reading material. Its purpose is to address the ongoing issue regarding how educators can more effectively educate African American chUdren. It provides significant statistics, personal stories of African American students, reflective writing exercises, and opportunities for self-discovery related to effectively working with African American students. organizational structure of Power of One: How You Can Help or Harm African American Students is first-rate. Part I describes the underlying beUefs and negative mindsets that many educators have regarding African American students. It compels us, as educators, to identify and address die personal baggage we carry about African American students, their families, and their educational experiences. Part ? focuses on curriculum, classroom management, and assessment. Chapters in this section describe ways to use die curriculum to empower African American students and basic strategies for effective classroom management. Additionally, it provides essential strategies and recommendations for raising students' scores on standardized tests. Power of One: How You Can Help or Harm African American Students contains a thorough set of appendices that enables the reader to gain additional insight to results of questionnaires used by the author, as well as the demographic nature of participants in the studies described throughout the book. For example, Appendix E displayed results of The Mindset Questionnaire, which was of particular interest to this reviewer. Results for each question were categorized by race, gender, and occupation. Out of 237 respondents, 90% of pre-service teachers felt inadequately prepared to effectively work with African American K-12 students. Additionally, 94% of teachers indicated similar responses. Furthermore, there is an index that enables the reader to search for specific topics addressed in the book or researchers cited in the text. This feature is extremely useful when searching for particular subject matter. Throughout each chapter, the author provides exercises that enable readers to examine their own attitudes, beliefs, and perceptions. Such reflection is essential to making sustainable changes in working with students. Otherwise, one may read the book, put it aside, and fail to apply the concepts learned. reflective writing exercises cause readers to discover issues within themselves that might hinder progress toward working effectively with African American students, and then, to work through those issues. For example, in Exercise 4B: Responding To Misha's Story, the reader is asked to honestly respond to questions/statements regarding a personal story of a mother concerning an incident at school involving her son. A quote from the story reads, One day, the little third grader raised his hand and asked his teacher, a white woman, if he could go to the restroom. Although he was 'a model student and not a discipline problem,' according to Misha, the teacher said, 'No.'. ..Later that day, Misha got a call from the school 'saying my baby had peed on himself. He had never had an accident. He was never a discipline problem... My baby was too embarrassed to go back to school.' Of course, Misha reacted as most parents in a similar situation would have reacted: She got angry! (p. 64) After reading this story, the reader would reflect whether the mother had a right to be angry about the experience. Was she justified in going to the school and expressing her feelings? …