Fifty years after Brown v. Board of Education, educator Thompson finds the public schools system continues “to grapple with issues pertaining to race and ethnicity.” Prompted by this observation and concerns about the achievement gap between black and white students, Thompson set out to help prospective and current teachers “increase their efficacy with African-American students,” particularly those in urban areas. Thompson (African American Teens Discuss Their Schooling Experiences; etc.) doggedly tackles the multiple theories educators have proposed to explain the achievement gap. Among them are the “low teacher expectation” theory, in which students are confronted by teachers who think little of their chances for success, and the “acting white” theory, in which some black students “infer that they have to reject their home culture to succeed academically.” While Thompson supports these theories, she comes down harshly on the “parents-are-at-fault theory,” insisting “most African-American parents do care about their children’s education.” The author explores the observation that “poor children and children of color... are more likely than others to end up with underqualified and ineffective teachers.” Although Thompson spends a considerable amount of time complaining and calling on research and statistics, she also shares triumphs and challenges from her own days as a student. She offers advice, stressing the importance of “reminding students of the big picture” and the value of their education, and advising teachers to use hypothetical questions to spark discussion and showcase students’ talent, acts that are important for boosting esteem in all children, regardless of color. (May) (Publishers Weekly, April 5, 2004)