The home and the classroom have been traditionally key in the identity development and academic progress of African-American youth. Despite this history, the dropout rates of African-African males in secondary grades are increasing, while academic achievement scores of African-American males in the primary grades are not. The racial and gender composition of elementary school teachers does not mirror that of the students. This may contribute to the disproportionate achievement scores between African-American and Caucasian American students. In this book, Dr. B. L Daniels will explore some...